Conceptual dimensions of conceptions of teaching problem-solving

Abstract

AbstractStudies over the past three decades have shown the alignment between teachers' conceptions and approaches to teaching. However, little attention has been given to exploring skill-oriented teaching conceptions and approaches, such as problem-solving (PS). Although teachers' views, beliefs, and understanding of problem-solving have been studied to a certain extent, there has not been a common conceptual ground to study the conceptions of teaching problem-solving in a wider and multidisciplinary context. Therefore, this review article aims to assemble and provide conceptual clarity to the elements teaching problem-solving might constitute to create the foundation for future study. Positing that the way teachers conceive ‘problem’ in instruction, the process of problem-solving, and their role inform the approaches they take to teach PS, this paper provides conceptual grounding and reasoning of each element. To conclude, the paper might be a valuable resource for scholars starting to examine the same topic, as it provides overviews of seminal papers and essential insights into the topic, demonstrating the importance of studying conceptions of teaching problem-solving.