Research in learning and instruction claims a central role for the concept of knowledge. The
knowledge base of a person, it is now generally assumed, is made up of different types of
knowledge. The most well-known examples are declarative and procedural knowledge, but
more elaborate distinctions exist. Futthermore, the knowledge base is characterized by different
qualities, such as level (deep or surface) of knowledge, generality of knowledge, level of
autornization of knowledge, modality of knowledge, and structure of knowledge. The present
article examines the concept ofknowledge by presenting a matrix that takes types and qualities
of knowledge as its dimensions. This matrix can be used to classify research on knowledge by
linking aspects such as knowledge assessment techniques, expert-beginner differences, instructional
measures, and learning goals to the cells of the matrix.
Von Ton de Jong, Monica G.M. Ferguson-Hessler im Text Types and Qualities of Knowledge (1994)