The idea according to which the acquired knowledge presents a functional organisation that leads to its contextualization has a certain heuristic value and it is supported by arguments that come from two different research fields, but that are divergent in their conclusions: the analysis of the cognitive functioning of the adults, who are considered as Ëexpertsâ, and the new perspectives elaborated in the field of development psychology and the approaches of problem solving studying.
The paper presents the organisation of knowledge, the functional organisation of knowledge and a new methodology of evaluation of the cognitive capacity for pupils and students.
