Learning a certain concept such as “molecules” requires more than just a single exposure to the idea. If a student is going to remember a science concept, he or she should experience it multiple times and in various contexts. That is one of the strengths of the learning cycle: the students have direct experience with the concept, then they talk about it, and then they have even more direct experience. Reading, watching videos, and listening to others’ thoughts contribute to a more solid understanding of the concept. This suggests more than repetition. Each event allows the student to examine the concept from a different perspective. Ultimately this will lead to a substantive, useful understanding of the complexities and nuances of the concept.