Two learning styles which I have observed have profound effects in students' retention of content are deep and surface learning. The deep approach to learning involves a student focusing on significant issues in a particular topic -- the students will relate their own previous knowledge to new knowledge, theoretical ideas, and evidence. The surface approach to learning takes place when students focus on key words or memorization, and do not distinguish principles well.
The deep approach to learning works much better for long term retention, and is closely related to psychological studies of "levels of processing." This approach works better because an idea is understood as part of a conceptual framework instead of an isolated factoid to be merely memorized. Students get the feel for the principles and concepts, not the facts and the answers. A deep learner has a better organization of ideas, and is able to recall them and apply them more easily. A deep learner takes an overview of what is to be and what will be learned. A surface learner covers so many facts by memorization that it becomes difficult to see underlying relationships, and makes no effort to define them.
Procedures which some teachers perform on a regular basis promote primarily surface learning. These techniques seem to help students, but they help students score well on tests -- not learn content. These techniques and procedures include providing study guides, using multiple choice tests, "teaching to the test," and having low expectations for achievement. These things encourage rote memorization and do not promote a thorough understanding of the concepts.
Some ways that teachers may encourage deep learning include open-ended assessment tools, stating high expectations, having clear explanations of interesting topics, and teaching for depth of understanding rather than breadth of coverage. Open ended assignments such as essay questions, projects, or alternative assessments make students organize information. This organization helps their own learning. High expectations means that students are always challenged and thinking. They cannot be passive and still "get by." When an interesting topic is presented, students are usually actively listening. By providing clear explanations, students can better relate the information to their previous knowledge.
Finally, teaching for depth does not mean detailing students into oblivion. It is the process where a teacher looks to see that the students can structure the concepts and know what meaning the concepts have. Though equations are very important to the study of physics, they are only a means to the end of an understanding of physics. Because of this, students (and teachers) should emphasize themes and concepts over the memorization and execution of equations.