However, the problem becomes apparent in qualitative contexts when students must apply concepts in an unknown context and reason to draw conclusions from the conceptual framework for analysis. Traditional instruction encourages the assessment in quantitative terms. Qualitative reasoning is not addressed as a criterion for problem solving. In teaching to the test, instructors often concentrate on those concepts that are needed to demonstrate proficiency on known, standardized assessments and fail to incorporate reasoning strategies that allow students to adapt conceptual information to qualitative reasoning contexts. In the traditional model, where the delivery method consists of lecturing, students become lazy and lack motivation to actively grasp conceptual information.
Students learn by doing .
Applying concepts and actively participating in the learning experience reinforces the factual material presented in lecture. However, these activities are noticeably lacking in the traditional classroom. Knowledge is not a set of facts, concepts, or laws waiting to be discovered. It is not something existing independently of a knower. Humans create or construct knowledge as they attempt to bring meaning to their experience.