title: Teaching ill-structured problem solving using occupational therapy practice epistemology.
abstract: 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.
authors.affiliation: Department of Occupational Therapy, University of Tennessee Health Science Center, Memphis, Tennessee 38163, USA. amitchell@uthsc.edu
authors.forename: Anita Witt
authors.initials: AW
authors.lastname: Mitchell
mesh_terms: D003071:Cognition; D006801:Humans; D019359:Knowledge; D009788:Occupational Therapy / Q000193:education*; D011340:Problem Solving