Teaching ill-structured problem solving using occupational therapy practice epistemology

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Epistemic and ontological cognition (EOC) have to do with an individual's beliefs about knowledge and knowing. Research has shown that EOC have an influence on learning and achievement. EOC may be discipline-specific with a profession being defined by its practice epistemology. If an individual's EOC is inconsistent with the profession's practice epistemology, the student or practitioner may struggle with effectively solving ill-structured occupational performance problems. The purpose of this paper is to increase awareness of the constructs of EOC, to describe its importance to occupational therapy education and practice, and to provide recommendations for educators and researchers. Specific examples are detailed and recommendations for future research are proposed.

Original languageEnglish (US)
Pages (from-to)20-34
Number of pages15
JournalOccupational Therapy in Health Care
Volume27
Issue number1
DOIs
StatePublished - Jan 1 2013

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Occupational Therapy
Cognition
Teaching
Research Personnel
Practice (Psychology)
Learning
Students
Education
Research

All Science Journal Classification (ASJC) codes

  • Occupational Therapy

Cite this

Teaching ill-structured problem solving using occupational therapy practice epistemology. / Mitchell, Anita.

In: Occupational Therapy in Health Care, Vol. 27, No. 1, 01.01.2013, p. 20-34.

Research output: Contribution to journalArticle

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