Abstract

In connection with the results of two research projects, which are situated in the knowledge domains of physics (Tübingen project) and of economics (Munich project), this article addresses aspects of knowledge that can impede further learning and problem solving. These hampering aspects may concern the content or the structure of knowledge. With regard to content, we focus on incorrect concepts, malprioritizations of concepts, and dysfunctional beliefs. With respect to the structure of knowledge, we differentiate different forms of knowledge compartmentalization, which means that the knowledge about a domain is composed of several separate, not intertwined parts. Possibilities to diagnose misconceptions and compartmentalizations are presented. Finally, educational consequences are drawn and proposals for the design of learning environments are made