ABSTRACT
There seems to be an inherent imperative in human cognition towards greater integration of our conceptual resources. The previous chapter discussed the importance of metacognition in allowing learners to reflect upon, and seek to develop, the state of their knowledge and understanding about a topic area. We do make links intrinsically, and indeed this seems to be tied to our capacity for creativity, but students do not always make the links a science teacher might expect and hope for.
