Uncovering the Heuristic Nature of Teaching: An Appropriate Approach to Explain Teaching ActionBased on Action Situation

The purpose of this study was to conceptually analyze the heuristic nature of teaching.
In order to achieve this purpose, a conceptual analytical method was used. In this way, first through identifying the main approaches in explaining the nature of teaching and the most important elements of it, the role of situation was explored. Then based on research synthesis about heuristic and conceptual map around it, the scholars presented their definition of the heuristic concept, and explicitly explained the nature of teaching from this perspective.
Finding: The findings show that "heuristic" as a concept, which includes important features of action in changing situations of decision-making, can be used to explain many teaching tasks. Accordingly, the important components of the teaching as a heuristic action are identified and introduced. The “emergence of new social relationships”, “past experiences”, “interactions and conflicts” and “knowledge as the source of authority” and “the flow of infor mation” have been identified as partsof complexities in teaching, which forms the heuristic nature of teaching.