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Mitsch et al. as mentioned in this paper published a Journal of Ecological Engineering (JEE) article with the title of "The Future of Ecology: A Review of Recent Developments".Abstract:
Ecological Engineering: Journal of Ecotechnology. Editor-in-chief William J. Mitsch. Elsevier. 4/yr. DFL 361, $195.read more
Citations
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From sectoral systems of innovation to socio-technical systems: Insights about dynamics and change from sociology and institutional theory
TL;DR: In this paper, the authors make four contributions to the approach by addressing some open issues in the sectoral systems of innovation (SOSI) approach, namely, explicitly incorporating the user side in the analysis, suggesting an analytical distinction between systems, actors involved in them, and the institutions which guide actor perceptions and activities.
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Research Commentary: Desperately Seeking the IT in IT Research--A Call to Theorizing the IT Artifact
TL;DR: It is proposed that IS researchers begin to theorize specifically about IT artifacts, and then incorporate these theories explicitly into their studies, and believe that such a research direction is critical if IS research is to make a significant contribution to the understanding of a world increasingly suffused with ubiquitous, interdependent, and emergent information technologies.
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Sociomaterial Practices: Exploring Technology at Work
TL;DR: In this article, the authors argue that everyday organizing is inextricably bound up with materiality and contend that this relationship is inadequately reflected in organizational studies that tend to ignore it, take it for granted, or treat it as a special case.
Journal ArticleDOI
Identity as an analytic lens for research in education
TL;DR: In this article, a focus on the contextually specific ways in which people act out and recognize identities allows a more dynamic approach than the sometimes overly general and static trio of "race, class, and gender".
Journal ArticleDOI
Computer Support for Knowledge-Building Communities
TL;DR: The conceptual bases of computer-supported intentional learning environments (CSILE) as mentioned in this paper come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities, and combine to support the following propositions: schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge building communities outside school walls.
References
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Journal ArticleDOI
From sectoral systems of innovation to socio-technical systems: Insights about dynamics and change from sociology and institutional theory
TL;DR: In this paper, the authors make four contributions to the approach by addressing some open issues in the sectoral systems of innovation (SOSI) approach, namely, explicitly incorporating the user side in the analysis, suggesting an analytical distinction between systems, actors involved in them, and the institutions which guide actor perceptions and activities.
Journal ArticleDOI
Sociomaterial Practices: Exploring Technology at Work
TL;DR: In this article, the authors argue that everyday organizing is inextricably bound up with materiality and contend that this relationship is inadequately reflected in organizational studies that tend to ignore it, take it for granted, or treat it as a special case.
Journal ArticleDOI
Identity as an analytic lens for research in education
TL;DR: In this article, a focus on the contextually specific ways in which people act out and recognize identities allows a more dynamic approach than the sometimes overly general and static trio of "race, class, and gender".
Journal ArticleDOI
Computer Support for Knowledge-Building Communities
TL;DR: The conceptual bases of computer-supported intentional learning environments (CSILE) as mentioned in this paper come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities, and combine to support the following propositions: schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge building communities outside school walls.
Journal ArticleDOI
Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change
TL;DR: The authors presented an analysis of a conceptual change model for describing student learning by applying research on student motivation to the process of conceptual change and discussed the role of classroom contextual factors as moderators of the relations between student motivation and conceptual change.