1993/01/01 by Erkki Pehkonen
Psychology · Social Sciences · #Educational Strategies and Epistemologies #Mathematics Education and Teaching Techniques #Science Education and Pedagogy
paper · doi:10.1080/0261976930160306
openalex publication_date 1993/01/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/06/25
Summary The aim of this study was to determine Finnish teacher educators’ conceptions about problem solving, the teaching of problem solving and the prerequisites they feel its teaching requires. Teacher educators’ conceptions were collected with two questionnaires within a two‐part seminar on problem solving which was held in 1986 and 1987. Analysis of the resulting percentage tables yielded some information about the teacher educators’ conceptions about the teaching of problem solving. The highest level of consensus was obtained for statements that reflect an open‐minded approach to teaching. The consensus was lowest for the statement which stated that mathematical formalism should be stressed.