Knowledge-Intelligence Integrative Taxonomy
| المصدر: | الجنان |
|---|---|
| الناشر: | جامعة الجنان - مركز البحث العلمي |
| المؤلف الرئيسي: | Yakan, Ammar C (Author) |
| المجلد/العدد: | ع1 |
| محكمة: | نعم |
| الدولة: |
لبنان |
| التاريخ الميلادي: |
2011
|
| الصفحات: | 114 - 142 |
| DOI: |
10.33986/0522-000-001-016 |
| ISSN: |
2308-0671 |
| رقم MD: | 661016 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | IslamicInfo |
| مواضيع: | |
| رابط المحتوى: |
عدد مرات التحميل
36
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| 024 | |3 10.33986/0522-000-001-016 | ||
| 041 | |a eng | ||
| 044 | |b لبنان | ||
| 100 | |9 340311 |a Yakan, Ammar C |e Author | ||
| 245 | |a Knowledge-Intelligence Integrative Taxonomy | ||
| 260 | |b جامعة الجنان - مركز البحث العلمي |c 2011 | ||
| 300 | |a 114 - 142 | ||
| 336 | |a بحوث ومقالات | ||
| 520 | |b 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 was 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 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 | ||
| 653 | |a المعرفة |a أختبارات الذكاء |a سلوك الطلاب | ||
| 773 | |4 الدراسات الإسلامية |6 Islamic Studies |c 016 |e Al - Jinan Journal |f Al-ğinān |l 001 |m ع1 |o 0522 |s الجنان |t |v 000 |x 2308-0671 | ||
| 856 | |u 0522-000-001-016.pdf | ||
| 930 | |d y |p y |q y | ||
| 995 | |a IslamicInfo | ||
| 999 | |c 661016 |d 661016 | ||
عناصر مشابهة
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Location-Based Knowledge Management Spectrum with an Updated Binney’s Approach
بواسطة: Yakan, Ammar C منشور: (2012) -
The Integral Role of Knowledge Management and Business Intelligence with Competitive Intelligence
بواسطة: Fattouche, Soumeya منشور: (2020) -
Towards integrating a multi-level, organizational knowledge management and a case-based reasoning learning system using intelligent agents
بواسطة: Al Tawil, Marwan Ahmad منشور: (2010) -
Knowledge Management Referral System Using Artificial Intelligent Techniques
بواسطة: مراد، بيان مروان منشور: (2020) -
Taxonomy Formation as a Restricted Form of Knowledge Discovery in Database
بواسطة: العمارى، فاطمة بلعيد بن نافع منشور: (2006)
