Nonlinear Dynamic Effects of Convergent and Divergent Thinking in the Conceptual Change Process: Empirical Evidence from Primary Education.

Abstract

The present study explores the role of convergent and divergent thinking in learning sciences from the nonlinear dynamical system (NDS) perspective. The participants (N=375) were fifth and sixth graders, aged 11-12, who were taking an introductory course in science. Students' understanding of physical phenomena, such as melting, boiling and evaporation was investigated as a function of four neo-Piagetian constructs via the difference-equation cusp catastrophe model. The nonlinear models where logical thinking acted as the asymmetry factor and field dependence/ independence, convergent thinking and divergent thinking acted as bifurcation factors, were superior, explaining 43-44% of the variance, whereas their linear alternatives explained 0-18%. Empirical evidence regarding the role of the above neo-Piagetian constructs at these early ages is reported for the first time and contributes to theory development within the NDS framework. Further, discussion about the significance of the findings is provided.