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- Involves complex mathematical relations between state quantities (for example special relativity or thermodynamics)
-  goes against ones intution which results in common misconceptions
- Some concepts are very abstract like a magnetic field or the wave-particle duality

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- Involves the dynamics of space energy and time
- fundamental concepts contain:
- causality
- action
- fields
- symmetry
- interaction
- waves
- particles
Laws and theories are the building bricks
physics is fully empericly based

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- With topics being somewhat separate, the subject domain can at times feel like it has little continuity, and it sometimes requires a student to learn in a different manner than they are used to for this specific subject domain.
- Biology has a lot more specific facts to learn compared to other beta sciences, which is specifically a challenge for students that have difficulty learning lots of facts rather than understanding the subject matter and its applications.
- As there are many different specializations within biology, a biology teacher is often not fluent in all the subject matter. This makes it so that certain topics can be explained less well by certain teachers, also influencing how well the students would learn from lessons.
- There are multiple complex organizational systems that may take quite some time to properly understand for students.

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- Easily explainable using diagrams and pictures. Students can draw biological processes rather than remember paragraphs of writing.
- You do not need background knowledge of each topic to understand the next (aka, you can understand natural selection without having much knowledge on the cell) – unlike Mathematics where basic principles need to be understood to progress.
- Most concepts can also be approached from multiple organization levels (you can study an animal at cell level, but also population level in ecology).
- You use contextual learning when learning about biology. A vast majority of the time biology is about processes happening inside our bodies or processes happening in our environment. It might be easier to understand the concept.
- Learning biology is mostly taking up knowledge rather than learning to have a lot of insight.

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- Specific jargon
- Formulas and chemical interactions hard to understand and draw
- Subject matter abstract (samll scale, equations)
- Items to learn by heart and be able to perform calculations

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- Use of formulas
- Experimentations and manipulations
- About substances and their structure and interactions
- Small scale of the subject matters (atoms/molecules)

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- Abstract thinking

- Mostly about things you cannot see
- Context-concept

- Mathematical knowledge is also very important

- Experiments often involve a lot of data processing

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- Micro-macro-symbolic
- Practical and theoretical
- Composition and understanding of substances
- Explaining your observations
- Often based on (logical) reasoning

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- If you don't get the basic formula, it is very difficult to move on with the subject matter. Everything is connected
- Math is very number-based, this is confusing for a lot of students.
- It is either correct or wrong what you are doing. There is no discussion possible.
- It is not easily connected to everyday life. Students find it difficult to imagine where they would need math for

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- Based on axioms and expanded with logic
- Goes from concrete to abstract
- Goes from simple to difficult
- Applicable in many situations
- Math uses its own language, with lots of symbols
- Math uses generalization and abstract ideas
- Math education is mostly lead by the teacher

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Computer Engineering Challenges (Group B)

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Computer Engineering Challenges (Group B)

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- Learning programming languages is difficult
- Learning computer logic is quite different form human logic
- Lack of accessible feedback due to open endedness
- Considerable gap between perception of the product and the process of making the product

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Computer Engineering Characteristics (Group B)

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Computer Engineering Characteristics (Group B)

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- Hands-on
- Immediately testable after building a project
- Open ended, multiple ways to achieve goals
- Project based

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- Content is more abstract than in other courses
- Math content might be wrongly implemented in other courses
- Demands discipline
- Digitalisation decreases students' own ability to calculate

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- Exercise oriented
- Building on previous knowledge
- Realistic mathematics education (context based learning)
- Separation based on the skills needed for tertiary education (WisA, WisB)