Critically analyzes an article by Jan Klabbers, focusing on methodological, epistemological, and ontological viewpoints. Examines the reasoning process whereby the actor approach model of learning environments is derived from the machine approach model; looks at claims of differentiation between rationalism and historicism, and the distinction…

Reviews science education research into representations constructed by students in their interactions with the world, its phenomena, and artefacts. Features discussions of mental models, conceptual models, and the activity of modeling. (Contains 30 references.) (Author/WRM)

This paper reports on an interdisciplinary theoretical framework for the characterization of models and modeling that can be useful in application to chemistry education. The underlying argument marks a departure from an emphasis on concepts that are the outcomes of chemical inquiry about how knowledge growth occurs through modeling in chemistry.…

Suggests that the study of memory needs to be situated within broader conceptual and research contexts. Examines how four contexts accommodate memory phenomena: (1) knowledge; (2) comprehension; (3) context/function; and (4) strategy. Suggests that memories are best examined as knowledge structures resulting from efforts to understand, and that…

The second of two linked articles develops two more mapping typologies: first, an approach to the what, why, and how of leaders, leading, and leadership; and second, the presentation of possible positions that knowledge workers can take when they use and produce knowledge about leadership practice. (Contains 10 notes and 73 references.) (MLF)

Considers the role of library and information science professionals as knowledge engineers. Highlights include knowledge acquisition, including personal experience, interviews, protocol analysis, observation, multidimensional sorting, printed sources, and machine learning; knowledge representation, including production rules and semantic nets;…