research in cognitive science has shown that learners are not passive receptacles into which knowledge may be "poured". learning occurs when the learner constructs, invents, and solves problems. studies have shown that students taught theoretical principles, processes and skills in isolation without practice do not transfer these skills and knowledge as well to real life situations. although "learning to know," "learning to do," and their "application" are often separated, there is no effective learning or understanding of one kind without the other two.