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Published on: September 11, 2021
Teaching ill-structured problem solving using occupational therapy practice epistemology
1Department of Occupational Therapy, University of Tennessee Health Science Center, Memphis, Tennessee 38163, USA. amitchell@uthsc.edu
Occupational Therapy in Health Care
|July 17, 2013
Summary
Epistemic and ontological cognition (EOC) influences learning and achievement. Mismatched EOC can hinder problem-solving in professional practice, impacting occupational therapy students and practitioners.
Area of Science:
- Cognitive Science
- Educational Psychology
- Professional Education
Background:
- Epistemic and ontological cognition (EOC) refers to beliefs about knowledge and knowing.
- EOC significantly impacts learning and academic achievement.
- Discipline-specific EOC, aligned with professional epistemology, is crucial for effective practice.
Purpose of the Study:
- To enhance awareness of Epistemic and Ontological Cognition (EOC) constructs.
- To elucidate the significance of EOC in occupational therapy education and practice.
- To offer recommendations for educators and researchers in the field.
Main Methods:
- Literature review and conceptual analysis of EOC.
- Examination of EOC's role in professional identity and practice.
- Case examples illustrating EOC-practice epistemology alignment challenges.
Main Results:
- EOC is a key factor influencing learning outcomes and professional competence.
- Inconsistencies between individual EOC and professional epistemology can impede problem-solving.
- Occupational therapy students and practitioners may face difficulties when their EOC diverges from the profession's standards.
Conclusions:
- Understanding and aligning EOC with professional epistemology is vital for success in occupational therapy.
- Educators should foster EOC development relevant to occupational therapy practice.
- Further research is recommended to explore EOC's impact and effective pedagogical strategies.
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