ABSTRACT
Successful learning in science, technology, engineering and mathematics (STEM) requires effective integration of conceptual and procedural knowledge (Rittle-Johnson & Alibali, 1999; Schneider & Stern, 2010). In order to ‘know how’ to establish the amount of time it will take a ball dropped from a height of 10 metres to reach the ground, a learner needs to ‘know what’ to expect when the ball is released and a learner must be aware of the concept of gravitation. Similarly, the comprehension of gravitation requires knowledge of how to apply Newton’s second law of motion.
