Those in math and science are especially committed to teaching their students good problem-solving skills. They do so believing that those habits of the mind will enable students to successfully solve problems for years to come. Additionally, most science teachers now recognize that students do not acquire these skills as well by osmosis, by simply being in the presence of a problem solver who uses them. They need to be taught the skills explicitly, and then they need the opportunity to practice those skills repeatedly. This way, effective problem-solving skills become habituated—a fixed part of how students approach every problem.