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Abstract
Seventy-four pre-service teachers in an urban graduate school of education were administered VIEW: An Assessment of Problem Solving Style and a questionnaire in which they were asked to rate the importance of numerous principles of learning, teaching, and problem solving. Judges had previously classified these principles according to the six different VIEW problem solving styles (Explorer, Developer, External, Internal, Person-oriented, Task-oriented). Participants categorized by a particular style rated more highly those principles that matched their style. Implications for instruction and the development of problem solving skills are discussed.
The authors wish to thank Donald Treffinger and Scott Isaksen for their helpful comments.
Notes
∗p < .05, ∗∗p < .001.
∗∗p < .001.