Intuition and Integration: Insights from intuitive students was a graduate project undertaken in the Faculty of Education, University of Cambridge
This investigation is a case study of physical intuition. It aims to investigate how some students appear to find learning complex concepts in physics obvious and easy. Scientists report intuition as central to their work yet it is poorly understood and seldom encouraged in the classroom. A model of intuition as perception of meta-structures between concepts was constructed through the use of the literature of Gestalt psychology, analogical structure mapping and mental fluidity. Using this model, a new tool to investigate conceptual integration based on the connecting of two concept maps was developed. The empirical part of the investigation consisted of interviews and the use of the concept mapping tool with six sixth form students who had been identified by teachers as intuitive. The research was positioned in a constructivist paradigm and grounded theory influenced the collection and analysis of data. Most of the students reported intuitive experiences and a catalogue of learning skills was begun including the ability to deconstruct ideas and to make links to the real world. The process of analogy construction was examined and the ability to perceive underlying meta-structures noted as important. Finally, ways of encouraging intuitive learning in the classroom are proposed.
(This project was followed-up by Making sense of making sense: A microgenetic multiple case study of five students’ developing conceptual compounds related to physics.)
Investigator: Dr Richard Brock
Richard Brock (Homerton College, Cambridge), now at King's College London
Richard Brock is a lecturer in science education at King’s College London (KCL). After working as a secondary physics teacher, Richard now lectures on the science PGCE and supervises MA and PhD research. His research focuses primarily on learning in science education, in particular the nature of understanding and the role tacit knowledge plays in learning science. His work with trainee teachers has spurred an interest in teacher wellbeing and he currently works with a team of researchers studying how policy related to teacher wellbeing has been enacted in schools and developing support for trainee teachers on the KCL PGCE courses.
Richard's Google Scholar listing
Richards institutional webpage at King's College London
Contact Richard: richard.brock@kcl.ac.uk
