Studies have shown that generation, the act of producing information based on cues, is better for learning material than reading the same information passively. This dissertation translates the generation construct for study in a science learning context and asks if generation of conceptual relationships supports learning and what kinds of productions are most beneficial in a classroom setting. Three studies are presented. A pilot study that established the feasibility of this line of research in classroom settings; generation is typically studied in laboratories with stimuli that are simple as compared to classroom instruction. Thesis Study One examines the benefits of generation in the context of a formal science curriculum. Thesis Study Two examines what kinds of generation are most beneficial for learning. This research was conceived as part of a collaboration between two groups of researchers: cognitive psychologists who study Desirable Difficulties and education researchers who study Knowledge Integration. Desirable Difficulties research conducted by Bjork and colleagues examines instructional variables that appear to challenge students during lessons but result in long-term learning benefits. These include, among others, generation (as opposed to passive study) and interleaving of instructional topics (as opposed to a blocked organization of topics). Knowledge Integration, studied by Linn and colleagues, posits that students learn by organizing and creating relationships among ideas. Knowledge Integration presents students with specific experiences to foster this organization and connection process. Generation was chosen as the most relevant of Desirable Difficulties to study in Knowledge Integration classroom settings. Instruction often includes opportunities for students to generate as part of lessons or short self-test questions at the end of lessons. Thus, generation is studied as part of complex tasks typical of the Knowledge Integration classroom. Results of classroom studies show that generation prompts elicit Knowledge Integration processes. The various forms of generation prompts have similar benefit for students as measured by tests. Analysis also shows that complex generation prompts can elicit of multiple links that help students organize their ideas around scientific principles and these responses are thought to be more productive for students.