| Nonlinear Dynamics, Psychology, and Life Sciences, Vol. 25, Iss. 3, Jul, 2021, pp. 335-355 @2021 Society for Chaos Theory in Psychology & Life Sciences 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. Keywords: science education, cusp catastrophe model, neo-Piagetian theories, logical thinking, field dependence, field independence, convergent thinking, divergent thinking |