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Related Experiment Video

Updated: May 9, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Teaching ill-structured problem solving using occupational therapy practice epistemology.

Anita Witt Mitchell¹

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

This summary is machine-generated.

Epistemic and ontological cognition (EOC) influences learning and achievement. Mismatched EOC can hinder problem-solving in professional practice, impacting occupational therapy students and practitioners.

Related Experiment Videos

Last Updated: May 9, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

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.