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Wyświetlanie 1-2 z 2
Tytuł:
On the strained relationship between philosophy and sociology
Autorzy:
Ferrarotti, Franco
Powiązania:
https://bibliotekanauki.pl/articles/1036395.pdf
Data publikacji:
2014
Wydawca:
Academicus. International Scientific Journal publishing house
Tematy:
philosophical foundation
problem awareness
a-historical model
social engineering
Opis:
The main contention of this article is the following: sociology, like all the modern sciences, was born out of philosophy. But, ungratefully enough and perhaps because of a deepseated inferiority complex vis-à-vis the older well established sciences, sociology tends to forget or at least to blurr its philosophical foundation. Thus it turns out to be “social engineering”. The sociologist becomes a technical expert, rather indifferent to a synoptic or global view of society, and ready to offer his or her services to the best offer in the open market. Social theory is reduced to “model building” according to the changing needs of the economic agencies, from government bodies to private entrepreneurs. Contrary to social theory, a model is a purely intellectual arbitrary construct and, although conditioned by a basic congruity among its different parts, it is not historically rooted but essentially a “fictio mentis”. In this way sociology loses inevitably its problem awareness and it runs the risk of “quantifying the qualitative”, that is to say to accumulate bits of knowledge without knowing for what purpose.
Źródło:
Academicus International Scientific Journal; 2014, 10; 14-19
2079-3715
2309-1088
Pojawia się w:
Academicus International Scientific Journal
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Problem Solving Skills, Metacognitive Awareness, and Mathematics Achievement: A Mediation Model
Autorzy:
Rahman, Saemah
Md Hassan, Nurulhuda
Powiązania:
https://bibliotekanauki.pl/articles/1997724.pdf
Data publikacji:
2017-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
problem solving
metacognitive awareness
mathematics achievement
structural equation modelling
Opis:
This study was aimed to identify the relationship between problem solving skills, metacognitive awareness, and mathematics achievement as well as to identify the role of metacognitive awareness as a mediator. This study involved a total of 333 Form Four students from ten secondary schools in Malaysia. Data were collected using questionnaires, while information about mathematics achievement was provided by the school management. Data were analyzed using the Structural Equation Modeling (SEM) technique. Results indicated that all variables correlated significantly with each other, while path analysis revealed the mediation effect of metacognitive awareness between problem solving skills and mathematics achievement. The findings suggest the importance of problem solving skills in influencing secondary school students’ mathematics achievement through the development of metacognitive awareness.
Źródło:
The New Educational Review; 2017, 49; 201-212
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-2 z 2

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