kunskapslägen

Kunskapslägen is a Swedish term that can be translated roughly as "knowledge states" or "knowledge positions." It is used in educational theory, didactics and epistemology to describe different conditions or levels of a learner's understanding, teachers' perspectives on knowledge, or the situational status of knowledge in a classroom or institutional context.

In pedagogical contexts kunskapslägen often refers to stages in the development of competence (for example from novice to expert), distinctions between tacit and explicit knowledge, or the ways knowledge is represented and mobilized during learning activities. Teachers use the concept to plan instruction, design assessments and scaffold tasks so that learners can move between less and more advanced knowledge states.

In cognitive science and philosophy of knowledge, kunskapslägen can denote transient cognitive states such as knowing, not knowing, uncertainty, or misconceptions, and is used to analyse how information is acquired, stored and applied. The term also appears in curriculum design and educational policy discussions when mapping progression and evaluating learning outcomes.

Limitations of the concept include its broadness and variability in use: different authors and practitioners may apply distinct taxonomies or criteria. Related concepts include learning outcomes, competence frameworks, metacognition and Bloom’s taxonomy. The term is primarily used in Swedish-language literature but corresponds to internationally used ideas about knowledge levels and learning progression.