Journal articles: 'Difficult Concepts'

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de Bono, David. "Difficult concepts in cardiology." International Journal of Cardiology 45, no. 2 (June 1994): 154–55. http://dx.doi.org/10.1016/0167-5273(94)90278-x.

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Hosmer, David, and Dale E. Mattson. "Statistics: Difficult Concepts, Understandable Explanations." Journal of the American Statistical Association 81, no. 393 (March 1986): 259. http://dx.doi.org/10.2307/2288013.

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Lewis, Ricki. "Using Technology to Teach Difficult Genetic Concepts." American Biology Teacher 58, no. 4 (April 1, 1996): 227–29. http://dx.doi.org/10.2307/4450130.

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Maatman, Russell W. "Simplifying Difficult Mathematical Concepts in Chemistry Courses." Journal of Chemical Education 72, no. 12 (December 1995): 1089. http://dx.doi.org/10.1021/ed072p1089.

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Chudinova, E. V., and V. Ye Zaitseva. "«Difficult Breathing»: to the Problem of Overcoming the Natural in the Cultural." Cultural-Historical Psychology 18, no. 1 (2022): 60–68. http://dx.doi.org/10.17759/chp.2022180106.

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The problem of transforming everyday concepts of a child into scientific concepts and their interaction posed by L.S. Vygotskii is still relevant. This article analyzes the transformation of the everyday concept of breathing and respiration to the scientific concept, starting with the ideas of a preschooler and up to the end of school age. The material of the experimental teaching within the framework of a five-year biology course for middle school is presented in comparison with the traditional introduction of the scientific concept. Teaching-learning processes are investigated as a series of mediation acts. Analysis of the students learning activity and their learning difficulties demonstrates the dynamics of conceptual changes. It is possible to see the relationship between the initial (‘everyday’) and the emerging scientific concept. Observations are analyzed from the point of view of Lev Vygotskii and his scientific school and other investigators also. The conditions for overcoming the ‘encapsulation’ of scientific concepts in human consciousness are discussed. The way of development and final appropriation of a scientific concept is shown. The nature of the transformation of an everyday concept in interaction with the scientific concept are discussed.

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Yuen, Timothy T. "Novices' knowledge construction of difficult concepts in CS1." ACM SIGCSE Bulletin 39, no. 4 (December 2007): 49–53. http://dx.doi.org/10.1145/1345375.1345413.

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Leeper, Marion. "Stories to make you think about difficult concepts." Early Years Educator 19, no. 3 (July 2, 2017): ii—iv. http://dx.doi.org/10.12968/eyed.2017.19.3.ii.

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Tonković, Mirjana, Mario Brdar, and Kristina Š. Despot. "Is a difficult task literally heavy?" Metaphor and the Social World 10, no. 1 (May 1, 2020): 100–120. http://dx.doi.org/10.1075/msw.18032.ton.

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Abstract The conceptualization of abstract concepts is very often metaphorical, meaning that we think and talk about abstract concepts in terms of other, usually more concrete experiences. Recent research suggests that many abstract concepts are linked to bodily sensations. In two experiments, we tested a hypothesis about weight as an embodiment of difficulty. We hypothesized that participants wearing a heavy backpack would judge a psychomotor task to be more difficult than participants wearing an empty backpack. We also hypothesized that manipulation of psychomotor task difficulty would affect judgement of backpack heaviness. In line with our hypothesis, the results demonstrated that participants wearing a heavy backpack judged the task to be more difficult. The results of Experiment 2 demonstrated that, regardless of task difficulty, there was no difference in weight judgement when backpack weight was estimated on a 7-point scale. However, we found a difference in the judgement of backpack weight when participants were asked to express it in kilograms, where weight was judged to be lower by participants doing the easy task than by those doing the difficult task.

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MacLaren, Robert. "Key Concepts in the Management of Difficult Hemorrhagic Cases." Pharmacotherapy 27, no. 9 Part 2 (September 2, 2007): 93S—102S. http://dx.doi.org/10.1592/phco.27.9part2.93s.

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Diehl, Virginia, and Debbie Denise Reese. "Elaborated metaphors support viable inferences about difficult science concepts." Educational Psychology 30, no. 7 (September 6, 2010): 771–91. http://dx.doi.org/10.1080/01443410.2010.504996.

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Hagberg, Carin A. "Current Concepts in the Management of the Difficult Airway." ASA Refresher Courses in Anesthesiology 29, no. 1 (2001): 135–46. http://dx.doi.org/10.1097/00126869-200129010-00014.

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Tee, Lisa Bg, Petra Czarniak, Tin Fei Sim, and Hilai Ahmadzai. "Enhance learning of difficult concepts in Pharmacology with Gamification." Proceedings for Annual Meeting of The Japanese Pharmacological Society WCP2018 (2018): PO1–7–21. http://dx.doi.org/10.1254/jpssuppl.wcp2018.0_po1-7-21.

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Al-Qemaqchi, Nahedh Taha. "Transformation of Architectural Design Concepts During the Early Design Phase." International Journal of Engineering Pedagogy (iJEP) 12, no. 6 (December 13, 2022): 85–99. http://dx.doi.org/10.3991/ijep.v12i6.31717.

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The most difficult objective for students in an architectural design studio during the early design phase is to produce a design concept satisfyingly. This is due not just to the difficulty of selecting an appropriate method of approaching concepts, but also because of the many transformations associated with the concept's evolution over time. This research examines the modifications that occur throughout the conceptual phase of a design session, which typically lasts a few weeks. We hypothesize that while students' conception methods have been more abstract in creating a concept, they are subject to more alterations during the early phase of design. The research conducts concept generation and transformations by monitoring a group of fourth-grade architecture students through their design process. It also tries to link those transformations to the various methods utilized by students to create their concepts. It appears that the transformations that occurred throughout the design sessions were either formal or functional-oriented. Observations clarify that those transformations are linked to the sort of concept generating, which is either abstract or concrete. By observing the design sessions, the research was able to confirm the previous hypothesis. The modifications implemented to the design concepts were obviously tied to the nature of their selection of methods of production. When compared to concrete nature concepts, abstract nature concepts were more vulnerable to transformations throughout the conceptual phase of the design task on the scope of form and function.

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Kyado, Jonah Joel, Clement O. Abah, and Regina M. A. Samba. "Effect of Collaborative Concept Mapping Instructional Strategy on Secondary Students’ Achievement in Difficult Biology Concepts." American Journal of Social Sciences and Humanities 4, no. 3 (2019): 434–47. http://dx.doi.org/10.20448/801.43.434.447.

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Cottrell, Tom R. "Capturing Difficult Botanical Concepts with a Net of Previous Knowledge." American Biology Teacher 66, no. 6 (August 1, 2004): 441–45. http://dx.doi.org/10.2307/4451711.

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Tsao, Michelle, Andrew Wuenstel, Brian Zider, John Hajduk, and Narasimhan Jagannathan. "Current Concepts in the Management of the Difficult Pediatric Airway." Current Anesthesiology Reports 9, no. 2 (March 28, 2019): 123–34. http://dx.doi.org/10.1007/s40140-019-00319-y.

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Mandler, Jean M. "Whatever happened to meaning?" Behavioral and Brain Sciences 21, no. 1 (February 1998): 79–80. http://dx.doi.org/10.1017/s0140525x98380401.

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Even in infancy, concept formation has to do with creating meaning, not with tracking substances. Preverbal infants can identify a substance such as a dog, but their first concept of this substance is not dog but animal. It is difficult to account for such global concepts by the perceptual processes involved in object identification, yet these concepts are the foundation on which later concepts are built.

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Chen, Dong Mei. "Concept Presentation Conversion for Cooperative Information Engineering." Applied Mechanics and Materials 63-64 (June 2011): 711–14. http://dx.doi.org/10.4028/www.scientific.net/amm.63-64.711.

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Concept integration, connection, and reuse are at the heart of Web services. The connection between two concepts can be achieved easily provided both share the same theorematic space. This in turn can be achieved by reusing constructs from foundational concepts and standard domain theme. Although the current produce of concept development methods and tools have made it a lot easier to build a new concept, reusing concepts from existing concepts remains difficult. The main reasons for this are the uncertainty in presentation conversions of concepts from foundational concepts. In this paper we have introduced a novel method for sense certainty to help the human expert in presentation conversion.

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Kuncorowati, R. H., Mardiyana Mardiyana, and D. R. S. Saputro. "The Analysis of Student’s difficulties Based on Skemp’s Understanding Theorem at The Grade VII in Quadrilateral Topic." International Journal of Science and Applied Science: Conference Series 2, no. 1 (December 10, 2017): 318. http://dx.doi.org/10.20961/ijsascs.v2i1.16736.

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In learning process must be found the student’s learning difficulties. The difficulties blocked students in learning process caused by several internal factors(talent, motive, intelligence, motivation) and external factors (family, teachers, peers). The student difficulty in learning general is caused by the lack of understanding of mathematical concepts. Skemp states that there are two types of mathematical concepts understanding, namely instrumental understanding and relational understanding. The purpose of research in this article is to describe the students' difficulties to solve the problem in a quadrilateral topic based on Skemp's Understanding theory. Skemp’s Understanding theory indicators include : students ability to classify objects based on requirements that can build this concept, students ability to apply this concept with algorithm , students ability to giving examples of a concept, students ability to present the concept in mathematics representation, students ability to relating various mathematical concepts, and the ability to develop the necessary terms and conditions is quite a concept. This research was designed in qualitative research. The data was collected by test and interview. The results show that the most difficult is about the students ability to relating various mathematical concepts.

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Moon, Hyunchang, Jongpil Cheon, and Kyungbin Kwon. "Difficult Concepts and Practices of Computational Thinking Using Block-based Programming." International Journal of Computer Science Education in Schools 5, no. 3 (May 2, 2022): 3–16. http://dx.doi.org/10.21585/ijcses.v5i3.129.

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To help novice learners overcome the obstacles of learning computational thinking (CT) through programming, it is vital to identify difficult CT components. This study aimed to determine the computational concepts and practices that learners may have difficulties acquiring and discuss how programming instructions should be designed to facilitate learning CT in online learning environments. Participants included 92 undergraduate students enrolled in an online course. Data were collected from a CT knowledge test and coding journals. Results revealed that four computational concepts (i.e., parallelism, conditionals, data, and operators) and two computational practices (i.e., testing and debugging and abstracting and modularizing) were identified as CT components that were difficult to learn. The findings of this study imply that CT instructions should offer additional instructional supports to enhance the mastery of difficult computational concepts and practices. Further research is necessary to investigate instructional approaches to successful CT learning.

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Cheng, Peter C. H., and Nigel G. Pitt. "Diagrams for difficult problems in probability." Mathematical Gazette 87, no. 508 (March 2003): 86–97. http://dx.doi.org/10.1017/s0025557200172146.

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We have developed a novel diagrammatic approach for understanding and teaching probability theory — Probability Space diagrams [1]. Our studies of learning and instruction with Probability Space (PS) diagrams have demonstrated that they can significantly enhance students' conceptual understanding. This article illustrates the utility of PS diagrams by applying them to the explanation of some difficult concepts and notoriously counterintuitive problems in probability. We first outline the nature of the system.

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Hineline, Philip N. "Sharing terms and concepts under the selectionist umbrella: Difficult but worthwhile." Behavioral and Brain Sciences 24, no. 3 (June 2001): 541–42. http://dx.doi.org/10.1017/s0140525x01364166.

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Comparing and sharing selectionist terms and concepts from disparate domains can aid understanding in each domain. But constraints of interpretive language will make this difficult – such as the bipolar constraint of interpretive language when addressed to intrinsically tripolar phenomena. Hull et al. acknowledge that some key terms in their account remain problematic; the term, “information,” probably needs to be replaced.

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Pujol, Sonia, Michael Baldwin, Joshua Nassiri, Ron Kikinis, and Kitt Shaffer. "Using 3D Modeling Techniques to Enhance Teaching of Difficult Anatomical Concepts." Academic Radiology 23, no. 4 (April 2016): 507–16. http://dx.doi.org/10.1016/j.acra.2015.12.012.

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Couchman, Justin J., Joseph Boomer, Mariana V. C. Coutinho, and J. David Smith. "Carving nature at its joints using a knife called concepts." Behavioral and Brain Sciences 33, no. 2-3 (June 2010): 207–8. http://dx.doi.org/10.1017/s0140525x10000336.

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AbstractThat humans can categorize in different ways does not imply that there are qualitatively distinct underlying natural kinds or that the field of concepts splinters. Rather, it implies that the unitary goal of forming concepts is important enough that it receives redundant expression in cognition. Categorization science focuses on commonalities involved in concept learning. Eliminating “concept” makes this more difficult.

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Conaway, Betty, and Ruby Bostick Midkiff. "Connecting Literature, Language, and Fractions." Arithmetic Teacher 41, no. 8 (April 1994): 430–34. http://dx.doi.org/10.5951/at.41.8.0430.

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Because of the symbolic nature of fractions and the procedural operations required to manipulate fractions mathematically, the concept of fractions is often difficult for students in early grades to master (Van de Walle 1990). Perhaps this difficulty results in part from the numerical contradictions presented by fractions. Furthermore, fractions are part of a mathematsical language that is often foreign to students until they develop a personal understanding. “Children's literature presents a natural way to connect language and mathematics” (Midkiff and Cramer 1993, 303) and furnishes a foundation on which an understanding of concepts can be based. As students read, write, and discuss real-life situations requiring the use of fractions, they develop personal meanings for the abstract concepts.

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Achor, Emmanuel Edoja, Barnabas Obiaje Ellah, and Joy Okache Omaga. "Misconceptions and Difficult Concepts as Determinant of Students’ Academic Engagement and Retention in Physics." Jurnal VARIDIKA 1, no. 1 (July 1, 2022): 42–52. http://dx.doi.org/10.23917/varidika.v1i1.17660.

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The study determined the predictive power of students’ misconceptions and difficult concepts in physics on academic engagement and retention. The study adopted a correlational survey research design. The population comprised 3148 science students in Benue State. The sample was 650 science students. Six research questions were answered and six null hypotheses were tested. The instruments for data collection were Physics Difficult Concepts Retention Test (PDCRT), Physics Academic Engagement Scale (PAES), and Physics Students’ Misconceptions Identification (PSMI). The PDCRT, PAES, and PSMI were faces validated and PDCRT was also content validated. An estimate of internal consistency was obtained through Cronbach’s Alpha for PAES and Kuder-Richardson (K-R21) for PDCRT. The coefficient of internal consistency was 0.73 for PAES and 0.88 for PDCRT. Regression analysis was used for data analysis. It was spotlighted that students’ misconceptions, as well as difficulty levels in Physics, significantly predicted academic engagement. However, students’ misconceptions, as well as difficulty levels, do not significantly predict retention in Physics. It was also found that students’ misconceptions and difficulty levels jointly significantly predicted students’ academic engagement in Physics. Similarly, the combination of students’ misconceptions and difficulty levels significantly predicted retention in physics. It was recommended among others that Physics teachers should use instructional strategies that allow self-directed learning that could give emotional safety, reduce misconceptions and enhance academic engagement. Physics teachers should guide students using systematic procedures so that they acquire relevant skills essential for successful learning interplay to reduce the level of difficulty in understanding Physics concepts and enhance retention.

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Briginshaw, John. "Teaching Accounting For Inventory By Calling On Students’ Personal Experiences." American Journal of Business Education (AJBE) 3, no. 3 (March 1, 2010): 63–70. http://dx.doi.org/10.19030/ajbe.v3i3.400.

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This essay seeks to give practical guidance to accounting instructors seeking to convey the difficult concepts of accounting for inventory. Techniques to convey the concepts of assumed inventory flow, inventory valuation under inflation and deflation, impairment of inventories, LIFO liquidations and the concept of the periodic inventory system are considered.

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Zoglowek, Herbert, and Hermann Kuhl. "Experiential Education: A Pedagogical Alternative for Difficult Cases?" Education & Self Development 16, no. 3 (September 30, 2021): 204–12. http://dx.doi.org/10.26907/esd.16.3.17.

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The purpose of this action research project is to study the possibilities of the concept of experiential Education (in German: Erlebnispädagogik) for compensatory support in schoolwork. The article describes the experiences at a German secondary school. The main aim was to use the idea of experiential education to develop the social abilities of pupils who showed deviant behaviour at school and in relationships with others. First a short theoretical reflection about the concept of experiential education and its possible educational potential is given. This is followed by a description of the action research project and a discussion of the preliminary results. Schools have been struggling with a variety of problems in their teaching and educational mission. In the search for suitable concepts to counter the increasingly frequent learning and behavioural problems, experiential education has gained in importance. This concept places the experience at the centre of learning. The experience-action-oriented provision of learning situations is an interventive attempt at compensatory support for pupils with behavioural, social and/or communication problems. The initial findings from observations, interviews and action research related reflections on children’s behaviour show that children with behavioural problems which are, in many respects, learning disabilities, can gain a different approach to themselves, to others and to the demands made in the subject lessons through special movement and socially related activity offers. The teachers involved report clear changes in children’s behaviour and corresponding positive consequences for the regular lessons.

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Latifa, B. R. A., E. Purwaningsih, and S. Sutopo. "Identification of students’ difficulties in understanding of vector concepts using test of understanding of vector." Journal of Physics: Conference Series 2098, no. 1 (November 1, 2021): 012018. http://dx.doi.org/10.1088/1742-6596/2098/1/012018.

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Abstract This study is aimed to identify students’ difficulties in understanding vector concepts in physics because many students think that vector concept is very difficult to understand. This research used an embedded approach research design with quantitative descriptive methods and the sampling used a random sampling technique. Total sample of 142 students from two different schools in Central Lombok district. Test of understanding of vector (TUV) used to test the understanding of students consist of 20 item questions, then followed by interview session with several students. Kruskal-Wallis non-parametric descriptive and inferential statistic was used to performed data analysis. The results of this study indicate that (i) students’ ability to understand vector concepts is still lacking and tends to be very lacking; (ii) the most difficult items for students are the unit vector graphic representation and the graphical representation of vector multiplication. The concept of vector is still considered very difficult for students, especially if the item questions use graphical representations. For further researchers, it is better to conduct a study related to what kind of learning system can support and reduce the difficulties faced by students in learning vector concepts especially on graphical representation.

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Guilfoy, Kevin. "Is Comparison Based on Translatable Formal Concepts?" Religions 11, no. 4 (April 1, 2020): 163. http://dx.doi.org/10.3390/rel11040163.

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Fully realized ethical and metaphysical concepts have intension and extension only within an historically situated epistemic tradition. Only people who live the epistemic tradition fully understand the concept and can accurately identify items that satisfy the concept. Such concepts are only fully understood by those whose lives are shaped from within the epistemic tradition. This makes comparison of ethical and metaphysical concepts across epistemic traditions difficult if not impossible. Comparative hagiology employs theological concepts that may function differently from ethical and metaphysical concepts. The articles in this volume seem to suggest that some theological concepts may function as formal concepts. A formal concept is defined by rules or form, rather than by its intensional or extensional content. Thus, formal concepts may be translatable across epistemic traditions. Because the rules do not fully determine intension or extension, a formal concept can apply to otherwise diverse individuals. Theological concepts may be formal concepts that could provide the basis for comparison of the untranslatable concepts that give meaning and value to the lived experience of people in epistemic traditions. The articles in this volume suggest several candidates for such formal concepts.

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Inglis, Megha Chand, and Crispin Branfoot. "Practice between the profession of architecture and its margins Changing interpretations of architectural modernity." Architectural Research Quarterly 26, no. 1 (March 2022): 4–13. http://dx.doi.org/10.1017/s1359135522000203.

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Arnby, Catrin Hasselgren, Susan Jagner, and Ian Dance. "Questions for crystal engineering of halocuprate complexes: concepts for a difficult system." CrystEngComm 6, no. 46 (2004): 257. http://dx.doi.org/10.1039/b408793c.

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Crary, Alice. "Dogs and Concepts." Philosophy 87, no. 2 (March 14, 2012): 215–37. http://dx.doi.org/10.1017/s0031819112000010.

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AbstractThis article is a contribution to discussions about the prospects for a viable conceptualism, i.e., a viable view that represents our modes of awareness as conceptual all the way down. The article challenges the assumption, made by friends as well as foes of conceptualism, that a conceptualist stance necessarily commits us to denying animals minds. Its main argument starts from the conceptualist doctrine defended in the writings of John McDowell. Although critics are wrong to represent McDowell as implying that animals are mindless brutes, it is difficult to see what is wrong with this critical unless we depart from McDowell's technical terminology and introduce a notion of a concept flexible enough to apply to the lives of some non-rational animals. The article closes with a discussion of observations that speak for attributing concepts, flexibly understood, to dogs.

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Wati, Eka, and Melda J. Saragih. "Kesulitan Belajar Matematika Berkaitan dengan Konsep pada Topik Aljabar: Studi Kasus pada Siswa Kelas VII Sekolah ABC Lampung [Difficulties in Learning Mathematics Concepts in Algebra: A Case Study of Grade VII Students in ABC School Lampung]." Polyglot: Jurnal Ilmiah 14, no. 1 (January 30, 2018): 53. http://dx.doi.org/10.19166/pji.v14i1.453.

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Algebra is an important part of Mathematics that Grade 7 students must learn. Students have difficulty learning algebraic concepts at ABC School in Lampung. The purpose of this study is to identify the difficulties experienced by students in learning algebraic conceptss as well as identify factors that affect students who experience difficulties. This research uses a qualitative case study approach focusing on two students in class VII. Data collection techniques consisted of tests, planned unstructured interviews, and student task documentation. The results showed that: (1) students' difficulties in learning mathematics related to the concept were: (a) difficulty in identifying concepts; (b) difficulty using symbols to represent concepts; (c) difficulty in identifying the given conceptual properties and recognizing the conditions specified by a concept; (d) difficulty translating from a presentation model to another presentation mode; (e) difficulty comparing and asserting concepts; and (2) Factors that make it difficult for students are the influence of difficulty on a particular topic and difficulty in abstracting.BAHASA INDONESIA ABSTRAK: Aljabar adalah salah satu bagian penting yang harus dipelajari oleh siswa. Pada kenyataannya masih terdapat kesulitan siswa dalam mempelajari konsep aljabar, seperti yang terjadi di Sekolah ABC Lampung. Tujuan penelitian ini untuk mengidentifikasi kesulitan yang dialami siswa dalam mempelajari matematika topik aljabar serta mengidentifikasi faktor yang mempengaruhi siswa mengalami kesulitan. Penelitian ini menggunakan pendekatan kualitatif studi kasus, subjek 2 siswa kelas VII. Teknik pengumpulan data;tes, wawancara terencana-tidak terstruktur, dan dokumentasi tugas siswa. Hasil penelitian menunjukkan bahwa: (1) kesulitan siswa dalam mempelajari matematika berkaitan dengan konsep antara lain; (a) kesulitan mengidentifikasi konsep; (b) kesulitan menggunakan simbol untuk mempresentasikan konsep; (c) kesulitan mengidentifikasi sifat-sifat konsep yang diberikan dan mengenali kondisi yang ditentukan suatu konsep (d) kesulitan menterjemahkan dari suatu model presentasi ke mode presentasi yang lainnya; (e) kesulitan membandingkan dan menegaskan konsep-konsep; (2) Faktor yang mempengaruhi siswa mengalami kesulitan adalah pengaruh kesulitan pada suatu topik tertentu dan kesulitan dalam mengabstraksi.

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Kalejaiye, Odunayo, Khaled Almekaty, Gideon Blecher, and Suks Minhas. "Premature ejaculation: challenging new and the old concepts." F1000Research 6 (December 4, 2017): 2084. http://dx.doi.org/10.12688/f1000research.12150.1.

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Premature ejaculation remains a difficult condition to manage for patients, their partners, and the clinician. Whilst prevalence rates are estimated to be 20–40%, determining a diagnosis of premature ejaculation is difficult, as the definition remains both subjective and ill-defined in the clinical context. As our understanding of the ejaculatory pathway has improved, new opportunities to treat the condition have evolved with mixed results. In this review, we explore some of these controversies surrounding the aetiology, diagnosis, and treatment of this condition and discuss potential novel therapeutic options.

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Bayles, Kathryn A., Cheryl K. Tomoeda, Alfred W. Kaszniak, and Michael W. Trosset. "Alzheimer's Disease Effects on Semantic Memory: Loss of Structure or Impaired Processing?" Journal of Cognitive Neuroscience 3, no. 2 (April 1991): 166–82. http://dx.doi.org/10.1162/jocn.1991.3.2.166.

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Results of several prior studies, in which Alzheimer's disease (AD) patients missed the same concepts on multiple tasks, have been used to substantiate the theory that AD causes concept-specific loss of information from semantic memory However, sample sizes in these studies are modest, test-retest intervals small, and typically only a few tasks were used. In the present study 69 An subjects were annually administered 11 tasks, each using the same 13 concepts. Only a few instances were observed in which a concept was missed across all 11 tasks. When performances on the Oral Reading and Dictation tasks were removed from analysis, because of their questionable reliance on semantic memory, the number of missed concepts rose only modestly. A substantial rise in the number of missed concepts occurred, however, when performances on the four multiple- choice tasks were removed. Interpreting the larger number of missed concepts on the five remaining generative semantic tasks as evidence of item-specific loss is problematic, nonetheless, because the generative semantic tasks were among the hardest in the battery and the frequency with which an individual subject missed a concept across all tasks accorded with the subject's dementia severity level. Results also indicate that task difficulty, more than concept specificity, determine whether a concept is missed. Overall, results suggest that a concept will “disappear” when all of the tasks in which it is a stimulus become too difficult for the patient to perform. Study results call into question the appropriateness of using batteries of effortful, attention demanding tasks for ascertaining whether AD causes item-specific loss of conceptual knowledge.

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Ilmi, Ridha Wahidatul, Nyoman Sridana, Ulfa Lu’luilmaknun, and Amrullah Amrullah. "Analisis Kesulitan Pemahaman Konsep Bangun Ruang Sisi Datar Ditinjau Dari Keterampilan Metakognisi Kelas VIII A SMPN 3 Narmada Tahun Ajaran 2020/2021." Griya Journal of Mathematics Education and Application 2, no. 1 (March 30, 2022): 26–44. http://dx.doi.org/10.29303/griya.v2i1.151.

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The formulation of the problem in this research is to find out how difficult it is to understand students' concepts in the material of flat-sided geometry in terms of metacognition skills in class VIII A students of SMPN 3 Narmada for the 2020/2021 academic year. This study aims to describe the difficulty of understanding concepts in the flat-sided geometrical material in terms of the metacognitive skills of class VIII A students for the 2020/2021 academic year. This research uses descriptive qualitative research. The subjects of this study were students of class VIII A as many as 33 students. Data collection in this study was carried out using research instruments in the form of questionnaires, tests, and interviews. The results showed that students with high metacognitive skill category could fulfill all indicators of concept understanding. Students who have moderate metacognition skills can only fulfill two indicators of concept understanding, namely restating a concept, and applying the concept algorithmically. And students who have low metacognitive skills are only able to fulfill one indicator.

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Munyemana, Jean Jacques, Florien Nsanganwimana, and Gaspard Gaparayi. "Students’ perceptions on the difficulty of biochemistry concepts covered in Rwandan secondary school biology curriculum." Cypriot Journal of Educational Sciences 17, no. 7 (July 29, 2022): 2402–15. http://dx.doi.org/10.18844/cjes.v17i7.7643.

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This study explored the Rwandan secondary students’ opinions on learning biochemistry concepts covered in the Rwandan advanced level of secondary school biology curriculum, and the reasons behind the difficulty of the concepts. In this research, sequential exploratory mixed-method designs were adopted. The sample comprised 195 secondary school students, who were purposively selected from the schools in Rwamagana and Kayonza districts of Rwandan Eastern Province. Data were collected using self-administered questionnaires and focus group semi-structured interview guides. Data analysis was carried out using both quantitative and qualitative approaches. Results from this research showed that photosynthesis and respiration are the major units that are challenging to study with the respective percentages of 62.5 and 75.1. On the other hand, the concept of enzymes is the most difficult according to students’ views. The lack of adequate laboratory and learning resources and teachers’ teaching styles were reportedly the reasons behind the difficulty of these units. Therefore, the provision of continuous professional development training on advances in teaching and learning biochemistry to in-service teachers would be one of the strategies to enhance students’ understanding of these concepts. Keywords: Biochemistry, photosynthesis, enzymes, respiration, secondary school students.

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Kurniawan, Nova Adi, and Sai'in Sai'in. "“How Difficult English Is!” (An Attitude in Learning English for Non-English Students)." MITRA ASH-SHIBYAN: Jurnal Pendidikan dan Konseling 2, no. 1 (January 23, 2019): 65–86. http://dx.doi.org/10.46963/mash.v2i1.26.

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English is one of the foreign languages taught from elementary to university. However, English is to be unswallowed bitter pill for non-English students. This is caused by the growing concepts of negative attitude about English, “English is frightening, English is hard to study, etc.” Attitude plays a vital role in learning any disciplines of knowledge includes English. Developing competencies and skills of English will not be achieved without noticing the supporting factors. In line with, this article discusses the concept of attitude, language attitude, students’ attitudes toward English, and the factors that influence students’ attitudes toward English as a foreign language.

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Lakrim, Mohamed. "Classroom Techniques to Illustrate Water Transport in Plants." American Biology Teacher 75, no. 8 (October 1, 2013): 566–70. http://dx.doi.org/10.1525/abt.2013.75.8.8.

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The transport of water in plants is among the most difficult and challenging concepts to explain to students. It is even more difficult for students enrolled in an introductory general biology course. An easy approach is needed to demonstrate this complex concept. I describe visual and pedagogical examples that can be performed quickly and easily during class to assist students in their understanding of transport in plants.

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Silva, Paul, and Brandon Szerlip. "A Unified Account of Glory Concepts: Glory, Glorious, Glorified, Glorying-in, and Derivative Concepts." Journal of Analytic Theology 8 (September 21, 2020): 300–320. http://dx.doi.org/10.12978/jat.2020-8.1500111808-65.

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The term ‘glory’ is notoriously difficult to characterize. In general, when theologians and philosophers have sought to characterize the term they do so in an imprecise and vague manner that leaves a variety of questions unanswered. In what follows we show how recent work in philosophy together with various historical and theological reflections about glory can be used to elucidate the wide range of concepts that tend to be expressed with the term ‘glory’ in theological thought.

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Akram, Muzammila, Jam Muhammad Zafar, Shazia Aziz, and Muhammad Asghar. "Elementary School Students’ Conceptual Difficulties in the Subject of General Science: A Descriptive Study." Pakistan Journal of Humanities and Social Sciences 10, no. 1 (January 26, 2022): 43–49. http://dx.doi.org/10.52131/pjhss.2022.1001.0172.

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The current study is designed to explore the conceptual difficulties of elementary school students in the subject of general science. The current research was descriptive in nature. Data was collected through the survey method. A diagnostic test was made. For the development of the test, General Science Text Book for 8thclass published by Punjab Text Book Board Lahore, edition 2020 was consulted. A table of the specification was prepared and delimited to the first three levels of the cognitive domain of Bloom’s taxonomy. The concept-based test consisted of 25 items with four options. Criteria of item analysis were determined, and every item was analyzed based on data. The 300 elementary students in Khanqah Sharif Bahawalpur district Punjab, was approached through simple random sampling. The results illuminated that 78% of concept-based items were difficult. The chemistry-based concepts consisting of chemical reaction, properties of acids, and physics-based concepts including thermal contradiction, working of Iris, Radiation, ozone depletion, air pollutants were considered most difficult concepts to understand by elementary students.

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Quintero, Ana Helvia. "Helping Children Understand Ratios." Arithmetic Teacher 34, no. 9 (May 1987): 17–21. http://dx.doi.org/10.5951/at.34.9.0017.

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Temperature, velocity, acceleration, and density are but a few examples of scientific concepts that are expressed by a ratio. These topics are difficult for students to understand because they do not understand the mathematical concept of a ratio.

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Khoirunnisa, Syifa, Sulhan Sulhan, Umi Kalsum, Dorkas Lali Timbu, Oktavianus Bulu Ngongo, and Mika Ambarawati. "ANALISIS KESULITAN SISWA DALAM MENYELESAIKAN SOAL MATEMATIKA MATERI LUAS PERMUKAAN DAN VOLUME BANGUN RUANG SISI DATAR." Prismatika: Jurnal Pendidikan dan Riset Matematika 2, no. 2 (April 1, 2020): 21–32. http://dx.doi.org/10.33503/prismatika.v2i2.740.

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Most students consider mathematics as a difficult and confusing subject of the many subjects, solid geometry is one of the mathematical subjects considered by students to be the most difficult to understand. Therefore a study was conducted on the difficulties of students in completing the material in solid geometry. The purpose of this study is to describe the difficulty of students in solving mathematical problems in the material surface area and volume of the solid geometry with flat side, especially rectangular solid. This research is a descriptive qualitative research. Based on research that has been done, it is known that students have difficulty understanding concepts and definitions, difficulty applying formulas, and difficulty in calculations.

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Wicker, Frank W., Douglas Hamman, Joylynn H. Reed, Erin J. McCann, and Jeannine E. Turner. "Goal Orientation, Goal Difficulty, and Incentive Values of Academic Goals." Psychological Reports 96, no. 3 (June 2005): 681–89. http://dx.doi.org/10.2466/pr0.96.3.681-689.

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We examined relationships among goal attributes (difficulty and affective value) and goal types (mastery, performance, intrinsic, and extrinsic). Goal attributes of positive affect value and relative salience of positive value were higher for intrinsic goals, mastery goals, and more difficult goals, qualified by an interaction between difficulty and type of goal. Intrinsic goals were more affectively positive than extrinsic goals and mastery goals were more positive than performance goals, but these differences vanished if goals were also perceived as difficult. Results were consistent with goal-orientation theories and suggest the usefulness of integrating incentive-attribute concepts with goal-orientation theories.

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Saunders, Hannah. "Difficult distinctions in anti-discrimination law: Disfigurement, appearance and disability." International Journal of Discrimination and the Law 20, no. 1 (March 2020): 21–44. http://dx.doi.org/10.1177/1358229120927917.

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The Equality Act 2010 provides that someone with a severe disfigurement may fall within the protected characteristic of disability. However, the parameters of the severe disfigurement provision remain uncertain. These parameters are under particular tension from the related concepts of appearance and disability, which partially overlap with disfigurement. This article argues that ‘disfigurement’ should be read as encompassing a broader range of appearance-altering conditions than has yet been recognised. Legal protection should extend beyond conditions such as scarring to include other visible differences. The personal, relative nature of disfigurement should also be recognised; disfigurement should not be viewed as a universal standard irrespective of context, but as a measure of the extent to which a particular person’s appearance is affected by an impairment. Resolving the underlying tension between the concepts of disability and appearance is key not just to addressing disfigurement but also other visible, stigmatised conditions, including obesity.

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Barrett, Justin. "Coding and Quantifying Counterintuitiveness in Religious Concepts: Theoretical and Methodological Reflections." Method & Theory in the Study of Religion 20, no. 4 (2008): 308–38. http://dx.doi.org/10.1163/157006808x371806.

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AbstractBoyer's theory of counterintuitive cultural concept transmission claims that concepts that ideas that violate naturally occurring intuitive knowledge structures enough to be attention-demanding but not so much to undermine conceptual coherence have a transmission advantage over other concepts (Boyer et al. 2001: 535-64). Because of the prominence of these counterintuitive concepts in religious belief systems, Boyer's theory features prominently in many cognitive treatments of religion. Difficulties in identifying what are and are not counterintuitive concepts in this technical sense, however, has made empirical treatment of Boyer's theory irregular and difficult to evaluate. Further, inability to quantify just how counterintuitive a given concept is has made ambiguous specifying where the alleged cognitive optimum lies. The present project attempts to clarify Boyer's theory and presents a formal system for coding and quantifying the "counterintuitiveness" of a concept, and hence, facilitates empirical scrutiny of the theory.

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Setyawan, Dias, Firda Ama Zulfia, and Fitria Romadona. "Analisis Kendala dalam Pemahaman Konsep pada Siswa Tingkat Sekolah Menengah Pertama." Prosiding Seminar Nasional IKIP Budi Utomo 2, no. 01 (November 12, 2021): 113–18. http://dx.doi.org/10.33503/prosiding.v2i01.1391.

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This research aims to find out the constraints of understanding students' concepts in IPA learning at the junior high school level. This research is a qualitative descriptive study. The study used a survey method using live interviews to science teacher subjects over the phone. The research was conducted in March 2019. Data analysis is done descriptively with the stages of data collection, data reduction, data presentation and withdrawal of conclusions. The results showed that there were changes in concepts that occurred before and after the study was implemented. Concept changes in students can be easy and difficult due to the student's early knowledge factors, learning motivation and learning materials. Misconceptions in learning can also occur in difficult category materials for students.

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Ahmad, Kashif Adil. "Teaching Difficult Physiological Concepts to the Medical Students Using Minicases, Educreations and Mentimeter." FASEB Journal 34, S1 (April 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.04977.

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Goldman, Ken, Paul Gross, Cinda Heeren, Geoffrey Herman, Lisa Kaczmarczyk, Michael C. Loui, and Craig Zilles. "Identifying important and difficult concepts in introductory computing courses using a delphi process." ACM SIGCSE Bulletin 40, no. 1 (February 29, 2008): 256–60. http://dx.doi.org/10.1145/1352322.1352226.

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Journal articles on the topic 'Difficult Concepts'

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