Models of Epistemic and Ontologicai Cognition: A New Perspective of Occupational Therapy Education

摘要

Occupational therapists are concerned with resolving disruptions or dysfunction in occupational performance. These disruptions may occur for a variety of reasons, and occupational therapy intervention depends on the particular needs of the individual. To address complex multidimensional occupational performance deficits, occupational therapists must engage in critical reasoning as they confront and tackle problems with more than one potential solution and no guaranteed "correct" answer. Such problems have been labeled ill-structured (Frederiksen, 1984; King & Kitchener, 2002; Schraw, Dunkle, & Bendixen, 1995). From this perspective, the overarching goal of occupational therapy education is to graduate students who are competent ill-structured problem-solvers in the specific context of occupational therapy practice.