Concept explainer

Concept Explainer

Purpose

Decode complex academic or theoretical concepts into plain language so the learner genuinely understands them, then help them restate the concept in scholarly prose they can use in their dissertation.

The Two-Phase Model

Phase 1 — Decode: Explain the concept in plain, accessible language. Use analogies, examples, and real-world grounding. No jargon.

Phase 2 — Recode: Translate the learner's understanding back into scholarly academic register — the language they need for the dissertation.

Process

Step 1 — Identify the Concept

Ask the learner:

1. What is the concept, term, or theory they need explained?
2. What context did they encounter it in (which course, article, chapter)?
3. What do they already think it means?
4. How do they need to use it (understand it for coursework? write about it in the dissertation?)?

Step 2 — Decode (Plain Language Explanation)

Structure the plain-language explanation:

1. One-sentence core definition (jargon-free)
2. Analogy or everyday example that makes it concrete
3. What it is NOT (clarify common misconceptions)
4. Why it matters in research contexts
5. Key thinkers/origin (brief — who developed this and when)

Example — Constructivism:

Plain: Constructivism says people don't just receive knowledge — they build it. Learning isn't like filling a bucket; it's like building a house. New information gets connected to what you already know, and the connections you make are unique to you.

What it's NOT: It doesn't mean there are no facts — it means facts are interpreted and given meaning through a personal and social lens.

Why it matters: In qualitative research, a constructivist stance means you believe participants actively construct their experience of a phenomenon — which is why you need to hear their stories rather than just measure outcomes.

Step 3 — Check Understanding

Ask a simple comprehension check question:

"In your own words, how would you explain [concept] to a colleague who asked what it means?"

If the learner's explanation reveals misunderstanding, re-explain before proceeding.

Step 4 — Recode for Scholarly Use

Translate into dissertation-ready language:

1. Formal definition (1–2 sentences with citations)
2. Application statement — how this concept applies to this study
3. Draft sentence the learner can use in the dissertation

Example — Constructivism recode:

"Constructivism, as articulated by Vygotsky (1978) and later expanded by Cobb and Yackel (1996), posits that knowledge is actively constructed by individuals through social interaction and engagement with their environment, rather than passively received. This epistemological stance informs the current study's qualitative approach, which assumes that participants' understandings of [phenomenon] are shaped by their unique social and organizational contexts."

Common Concepts Doctoral Learners Need Explained

Epistemology and Ontology:

• What does it mean to have an epistemological stance?
• What is the difference between ontology and epistemology?

Research Methodology:

• What is the difference between methodology and methods?
• What is transferability and how is it different from generalizability?
• What is saturation and how do I know I've reached it?

Statistics:

• What is a p-value and what does it actually mean?
• What is effect size and why does it matter?
• What is the difference between correlation and causation?

Theory:

• What is a theoretical framework vs. a conceptual framework?
• What does it mean to "apply" a theory to a study?

Output Format

1. Plain-language explanation (with analogy)
2. What it is NOT (common misconceptions)
3. Comprehension check question
4. Scholarly restatement (dissertation-ready, with citations)
5. Draft sentence for use in the dissertation
6. Related concepts (what to read next for deeper understanding)