Big Data: Philosophy, Emergence, Crowdledge, and Science Education

Autor/in	dos Santos, Renato P.
Titel	Big Data: Philosophy, Emergence, Crowdledge, and Science Education
Quelle	In: Themes in Science and Technology Education, 8 (2015) 2, S.115-127 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1792-8788
Schlagwörter	Data; Philosophy; Constructivism (Learning); Science Education; Data Analysis + Suchen Sie Ihr Suchwort? Daten; Philosophie; Naturwissenschaftliche Bildung; Auswertung
Abstract	Big Data already passed out of hype, is now a field that deserves serious academic investigation, and natural scientists should also become familiar with Analytics. On the other hand, there is little empirical evidence that any science taught in school is helping people to lead happier, more prosperous, or more politically well-informed lives. In this work, we seek support in the Philosophy and Constructionism literatures to discuss the realm of the concepts of Big Data and its philosophy, the notions of "emergence" and "crowdledge", and how we see "learning-with-Big-Data" as a promising new way to learn Science. (As Provided).
Anmerkungen	Themes in Science and Technology Education. The Educational Approaches to Virtual Reality Technologies Laboratory, University of Ioannina, Ioannina, GR 45110, Greece. Tel: +30-2651005697; Fax: +30-2651005854; Web site: http://earthlab.uoi.gr/theste
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01