Richard Brock

Richard Brock undertook an MPhil in Education (Educational Research) during the 2005-2006 academic year, supervised by Keith Taber *. His thesis was entitled:
Intuition and Integration:
Insights from intuitive students 
 
Submitted July 2006

Abstract:
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.
 


To obtain a copy of the main text of the thesis (Copyright 2006 Richard Brock): Intuition and Integration: Insights from intuitive students


To contact Richard by email: richardbrock1906@yahoo.co.uk

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* Dr. Keith S. Taber teaches in the Faculty of Education at the University of Cambridge. He supervises student research projects in aspects of teaching and learning science. His interests include topics such as: conceptual development in science, 'misconceptions', alternative conceptions, intermediate conceptions, conceptual frameworks, conceptual resources for learning (p-prims etc), aspects of student conceptual structure (manifold conceptions, stability, coherence of ideas etc.) in science, models in teaching and learning science, aspects of language in teaching and learning science (analogy, metaphor, tautology, anthropomorphism), conceptual progression and integration, learning pathways / trajectories, explanations in science, the relationship between the sciences and schools science, teaching and learning about the nature of science, teaching the gifted/highly able in science, scaffolding learning in science, constructivism in science education, the development of a progressive research programme into learning science…

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