How Is Intuitive Thinking Shared and Elaborated During Small-Group Problem-Solving Activities on Thermal Phenomena?
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How Is Intuitive Thinking Shared and Elaborated During Small-Group Problem-Solving Activities on Thermal Phenomena? Joonhyeong Park 1
& Jinwoong Song
2,3
# Springer Nature B.V. 2018
Abstract In the process of problem solving, intuitive thinking leads to findings that go beyond gaps and plays a decisive role in problem solving. Considering that problems often need to be solved in groups rather than by individuals, it is necessary to examine how intuitive thinking expressed by individuals is shared and elaborated among peers in a group setting. The purpose of this study is to investigate the characteristics of small groups when intuitive thinking emerges and is elaborated during problem solving. For this purpose, group discourse was observed among small groups of fifth and sixth grade primary students who were asked to solve a problem involving thermal phenomena. The findings show that intuitive thinking emerged gradually and was justified through interaction with logical thinking and empathy of group members. This emergence was made possible through the formation of a bond of empathy in the group. In addition, it was found that intuitive thinking is gradually elaborated through cycles of problem solving and that there are two types of elaboration: the connecting of things with little relevance and the discovering of detailed things. This elaboration could be explained by growth of tacit knowledge. Based on these results, we discuss the importance and meaning of intuitive thinking in the problem-solving process during group work. Keywords Intuitive thinking . Problem solving . Small-group activity . Logical thinking . Thermal phenomena
* Jinwoong Song [email protected] Joonhyeong Park [email protected]
1
School of Education, Curtin University of Technology, Perth, Australia
2
Department of Physics Education, Seoul National University, Seoul, South Korea
3
Centre for Educational Research, Seoul National University, Seoul, South Korea
Research in Science Education
Introduction Problem solving has long been considered an important issue in science education (Yerushalmi and Eylon 2015). In the twenty-first century, its importance has continued to increase, as problem solving is now considered one of the core competencies in science education (OECD 2013). Problem solving requires learners to utilise their learnt knowledge in a creative way rather than applying it in a simple way and can contribute to science learning by helping learners consider actual situations from the perspective of authentic science education. In problem solving in particular, logic and intuition have together played a crucial role in the development of science. According to Poincaré’s (1908/1914) statement that Bit is by logic that we prove, but by intuition that we discover^ (p. 129), logic and intuition have a complementary relationship in their own roles in the process of scientific problem solving. Considering this complementary relationship, it is important to foster students’ ability to balance both processes in the ed
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