The phrase "conceptual discrepancies" is correct and usable in written English.
It can be used when discussing differences in understanding or interpretation of concepts or ideas.
Example: "The research highlighted several conceptual discrepancies between the two theories, leading to confusion among scholars."
Alternatives: "theoretical inconsistencies" or "ideological differences."
International comparisons of how governments arrange their defense spending are fraught with conceptual discrepancies.
(8) Another, and much less obvious, means is a certain vitally important technique which Herder develops for overcoming conceptual discrepancies between the source language and the target language.
In a multi-study, mixed method design, we presented university students with science content that relayed conceptual discrepancies and collected quantitative and qualitative data to study how students responded to discrepancies.
The translators discussed semantic and conceptual discrepancies and finally developed a consensus-based forward translation.
A team of McMaster University investigators compared the back translation with the English CRQ to check for conceptual discrepancies.
The back-translated version was compared with the original German one by a third translator and checked for conceptual discrepancies.
The committee ensured that the Italian text took all the relevant Italian cultural features into account, it resolved any conceptual discrepancy by consensus, and agreed on a pre-final text (version 1.0) that was then used in a pilot test involving ten Italian patients.
Consequently, the transfer from math-related knowledge and skills to cross-curricular problems does not necessarily depend on how math and science education are harmonised, since the conceptual and operational discrepancy between math and problem solving is rather small.
Discrepancies in conceptual and semantic equivalence were resolved through an informal committee consensus approach with both forward and back-translators.
The questionnaires were then back-translated into English by the same team, and discrepancies in conceptual and semantic equivalence were resolved through discussion involving all the translators, the research assistants, and the GRRH psychiatrist (TOO).
Peters traces such conflicting language even in international policy documents related to "Inclusive Education" or "Education for All" [ 45] and it can be expected to note such discrepancies and conceptual contradictions also in national documents.
