INERT KNOWLEDGE - ANALYSES AND REMEDIES

Knowledge, although seemingly available, is often not used for problem solving. That means it remains ''inert.'' Three types of explanations exist for this phenomenon. Metaprocess explanations assume that the r elevant knowledge is available, but it is not used because of disturbe d access processes (e.g., lacking metacognitive control). Structure de ficit explanations suppose that the deficit is rooted in the structure of the knowledge itself (i.e., the knowledge is not available in a fo rm that allows for its application). In situatedness explanations, the traditional concepts of knowledge and transfer are questioned. One ba sic assumption of this perspective is that knowledge is fundamentally situated (i.e., context-bound). In the last decade, instructional mode ls have been developed that try to remedy the inert knowledge problem and take into account important aspects that have been raised by the d ifferent explanations.