Sentence examples for difficulty in science from inspiring English sources

Jinyan did find that Chinese international students had less difficulty in science and mathematics classes because the concepts and formulas were universal, whereas social science and arts classes were more difficult for Chinese international students because the concepts were completely unique.

Scientifically defined concepts that coincide with everyday language are a well-known source of difficulty in science education.

Final causes are discredited, since they lead to difficulties in science and tempt us to amalgamate theological and teleological points of doctrine.

He said that you should choose something that you love to do but be aware that you need to work hard as well because "it's not a sprint but a marathon". There are a lot of difficulties in science research but there are so many benefits as well and you just have to keep pushing through the hard parts for those benefits.

Much of the published research on conceptual and reasoning difficulties in science are compiled in the Students' and Teachers Conceptions Science Educationn (Duit, 2008; www.ipn.uni.-kiel.de/aktuell/stcse/stcse.html) and in the Conceptual and Reasoning Difficulties (www.card.unp.ac.za) databases.

The Saturday Program's goal is to provide tutoring, mentorship, and enrichment to inner-city high school students (grades 9 and 10) experiencing difficulty in math, science, or English.

The use of multiple-choice tests designed to evaluate conceptual understanding and diagnose areas of difficulty in specific science disciplines (concept assessments or concept inventories) has expanded significantly in recent years.

We found an overall increase in student confidence levels with regard to teaching and better awareness of the difficulties faced in science education.

This may create difficulties in teaching science in the future, which is more focused on interdisciplinary learning, such as in STEM education.

Part of the difficulty in extending extinction science from the past into the present lies in figuring out how to reconcile the clues left by past comings and goings of species with those providing hints of what may be happening to existing species.

Although evolutionary biology and ecology are supposed to represent teaching guide issues according to the recommendations of the National Curricular Parameter for the Secondary School, the difficulty in teaching such science is higher than expected (Tidon and Lewontin 2004; Meglhioratti et al. 2005).