期刊名称：Informing Science: The International Journal of an Emerging Transdiscipline
印刷版ISSN：1547-9684
电子版ISSN：1521-4672
出版年度：2002
卷号：5
页码：67-67
出版社：Informing Science Institute
摘要：An empirical study is reported which identified and compared a deep understanding of the concept of an information system (IS) with the
various levels of understanding of a group of undergraduate IS students. The aim was to identify the educationally critical aspects of the deep
understanding. The study was significant in that the educationally critical aspects are not known, yet have significant implications for IS
education and practice. Without addressing the critical aspects in teaching and learning about IS the development of an appropriate deep
understanding by students is unlikely. The production of entry-level IS practitioners without a deep understanding of the concept of an IS is
logically likely to have adverse implications for IS development projects.
关键词：Information system concepts, information system teaching, information system learning,
phenomenographic research.
