Inert knowledge: Analyses and remedies
Inert knowledge: Analyses and remedies
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DOI：
10.1207/s15326985ep3102_3
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发表时间：
1996-03-01
影响因子：
8.8
通讯作者：
Gruber, H
中科院分区：
文献类型：
--
作者：
Renkl, A;Mandl, H;Gruber, H
知识，虽然看似可用，但往往不用于解决问题。意味着它仍然是“惰性的。对于这种现象有三种解释。元过程解释假设相关知识是可用的，但由于访问过程受到干扰而没有使用（例如，缺乏后皮质激素控制）。结构缺陷的解释假设缺陷根源于知识本身的结构（即，知识的形式不允许其应用）。在情境性解释中，传统的知识和迁移概念受到质疑。这种观点的一个基本假设是，知识是从根本上定位的（即，上下文绑定）。在过去的十年中，教学模式已经开发，试图补救惰性知识的问题，并考虑到已提出的不同的解释的重要方面。
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 relevant knowledge is available, but it is not used because of disturbed access processes (e.g., lacking metacognitive control). Structure deficit explanations suppose that the deficit is rooted in the structure of the knowledge itself (i.e., the knowledge is not available in a form that allows for its application). In situatedness explanations, the traditional concepts of knowledge and transfer are questioned. One basic assumption of this perspective is that knowledge is fundamentally situated (i.e., context-bound). In the last decade, instructional models have been developed that try to remedy the inert knowledge problem and take into account important aspects that have been raised by the different explanations.