Difficult Concept Identification is a methodological construct in educational research that systematically distinguishes foundational or high-impact concepts within a domain based on cognitive load, learner error patterns, and conceptual complexity to inform targeted instructional design.
143
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7.4K
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356
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163
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2017–2026
38
Parents
Publications
143
Threshold concepts and troublesome knowledge (3)*: implications for course design and evaluation
Ray Land, Glynis Cousin, Jan H. F. Meyer et al. · 2005 · 225 citations
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Authors
356
- RS
4
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- JH
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- BO
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- VPVladimir Pishkin
University of Oklahoma Health Sciences Center, United States
3 publications · 76 citations
3
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- GH
3
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1–5 of 356
Institutions
163
University of Washington
Seattle, United States
4 h-index
7 publications
279 citations
University of Illinois Urbana-Champaign
Urbana, United States
4 h-index
11 publications
824 citations
Colorado School of Mines
Golden, United States
3 h-index
14 publications
658 citations
University of Professional Studies
Accra, Ghana
3 h-index
3 publications
63 citations
North Carolina State University
Raleigh, United States
3 h-index
7 publications
271 citations
Lagos State University
Ikeja, Nigeria
3 h-index
9 publications
189 citations
Utrecht University
Utrecht, The Netherlands
2 h-index
4 publications
106 citations
U.S. National Science Foundation
Alexandria, United States
2 h-index
2 publications
78 citations
1–8 of 163
Venues
- Journal of Educational Psychology
5 publications · 124 citations
5
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- Journal of Chemical Education
4 publications · 224 citations
4
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- ACM SIGCSE Bulletin
4 publications · 111 citations
4
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- AJP Advances in Physiology Education
3 publications · 51 citations
3
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- Physical Review Physics Education Research
PRPER · 3 publications · 129 citations
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