Knowledge-Intelligence Integrative Taxonomy (Record no. 20322)

MARC details
000 -LEADER
fixed length control field 02148nam a2200193Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Yakan Amma
245 10 - TITLE STATEMENT
Title Knowledge-Intelligence Integrative Taxonomy
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Scientific Research Centre in Aljinan University
Date of publication, distribution, etc. 2011
300 ## - PHYSICAL DESCRIPTION
Extent 114-142 pages
490 0# - SERIES STATEMENT
Series statement Aljinan
Volume/sequential designation 1
500 ## - GENERAL NOTE
General note النوع : Article
520 3# - SUMMARY, ETC.
Summary, etc. Knowledge and intelligence constitute the base for human cognition processes. Knowledge and intelligence are also reciprocal since intelligent behavior requires good knowledge and good knowledge about a problem implies an intelligent behavior to solve it. Educational psychologists have thoroughly studied knowledge and intelligence concepts while discussing the teaching and learning paradigms. Knowledge is defined to be information in action or the set of skills, competencies, beliefs, and insights owned by an individual and exerted during problem solving process. Intelligence, on the other hand, is the process conditions affecting the problem solution, such as time, place, shape, suitability, appropriateness, reliability, and truthfulness. Intelligence is the general ability to learn, to acquire, and to use new knowledge. Little, if none, has been written on building a conceptual structure for knowledge concept with major, if not all, relational connections to the human intelligence concept. The primary objective behind the development of a knowledge-intelligence taxonomy is to create an integrated educational environment that merges between learning theories and teaching theories and guide the teacher-students communication toward a teacher-student matching learning and teaching styles. The human cognition is a system of thinking having knowledge as input, memory, and intelligence as process tools, and intellectual capital as the primary output that represents the last stage of a three phased cognitive system: Knowledge-Intelligence-Intellectual Property.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Intelligence
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Intelligence
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الذكاء
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://www.jinan.edu.lb/pages/ar/publications#search">http://www.jinan.edu.lb/pages/ar/publications#search</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

No items available.