Cognitive changes do not result from mere accretion of information, but are due to processes involved in conceptual reorganization.
The pace at which science proceeds sometimes seems alarmingly slow, and impatience and hopes both run high when discussions turn to issues of learning and education.
In the field of learning, the past quarter century has been a period of major research advances.
However, any perceived “failure” of the research paper isn’t in the medium itself or the use of the Internet, but in the way we are tempted to approach it.
A research paper done correctly goes beyond the mere conglomeration of facts that teachers today lament, and instead asks us to examine current literature and argue a thesis that is not directly from conventional wisdom.