When taught by traditional means, students can often pass a test, yet be unable to apply the same concepts in the real world. Furthermore, much of any knowledge they have gained passes from their minds not long after the final exam. This method has also had a considerable positive influence on students' attitudes about science. Many teachers are disappointed when students cannot apply concepts the teacher thought students had learned in situations different from those covered in class or in the real world. Teachers who notice this and are disappointed are probably a minority.
Research suggests that a majority of teachers overestimate what their students have learned.
Students overestimate their own learning as well. Such findings present a clear challenge to those of us who teach science. Constructivist methodologies are built into the National Science Education Standards, which emphasize that science is something students must do , not just memorize. This has been done because active learning has been shown to be more lasting. When Richard Feynman lectured my freshman physics class, his explanations were wonderfully clear and simple.