Intuition has been reported as being pivotal in guiding students' problem solving. In this ongoing project, we employ a grounded approach to investigate how students use intuition during problem solving in beyond-intro chemistry and physics courses. We adopt a dynamic perspective on intuition, recognizing its context-dependency, to examine how students respond to their intuitions. In a case study, we inductively analyze existing video data of problem-solving sessions, and show that students' responses to intuition can be productive or unproductive, regardless of the intuition's appropriateness. This highlights the need to equip students with strategies to manage their intuitions productively. Based on our findings, we recommend teachers to: adopt a flexible stance toward intuition; explicitly incorporate the topic of intuition in classroom discussions; and encourage students to actively reflect on their intuitions. Future studies should consider the processes governing the development of intuition and expand research on students' epistemological views on intuition.