Teaching Ill-Structured Problem Solving Using Occupational Therapy Practice Epistemology

REFERENCES

• American Occupational Therapy Association. (2002). Occupational therapy practice framework: Domain and process. American Journal of Occupational Therapy, 56, 609–639.
   PubMed Web of Science ®Google Scholar
• American Occupational Therapy Association. (2007a). Accreditation standards for a Master's degree-level educational program for the occupational therapist. American Journal of Occupational Therapy, 61(6), 652–661.
   Google Scholar
• American Occupational Therapy Association. (2007b). AOTA's centennial vision and executive summary. American Journal of Occupational Therapy, 61, 613–614.
   Google Scholar
• American Occupational Therapy Association. (2008). Occupational therapy practice framework: Domain and process, 2nd edition. American Journal of Occupational Therapy, 62(6), 625–683.
   PubMedGoogle Scholar
• Baxter Magolda, M. B. (2002). Epistemological reflection: The evolution of epistemological assumptions from age 18 to 30. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 89–102). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Bendixen, L. D. (2002). A process model of epistemic belief change. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 191–207). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Bendixen, L. D., & Rule, D. C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39(1), 69–80.
   Web of Science ®Google Scholar
• Benson, J. D., & Hansen, A. M. W. (2007). Moving the classroom to the clinic: The experiences of occupational therapy students during a “living lab”. Occupational Therapy in Health Care, 21(3), 79–91.
   PubMedGoogle Scholar
• Bråten, I., & Strømsø, H. (2004). Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology, 29, 371–388.
   Web of Science ®Google Scholar
• Bråten, I., & Strømsø, H. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students. British Journal of Educational Psychology, 75, 539–565.
   PubMed Web of Science ®Google Scholar
• Buchanan, H., Moore, R., & Van Niekerk, L. (1998). The fieldwork case study: Writing for clinical reasoning. American Journal of Occupational Therapy, 52(4), 291–295.
   PubMedGoogle Scholar
• Buehl, M. M., & Alexander, P. A. (2001). Beliefs about academic knowledge. Educational Psychology Review, 13(4), 385–418.
   Web of Science ®Google Scholar
• Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75(2), 203–221. doi:10.1348/000709904×22683
   PubMed Web of Science ®Google Scholar
• Chandler, M. J., Boyes, M., & Ball, L. (1990). Relativism and stations of epistemic doubt. Journal of Experimental Child Psychology, 50(3), 370–395. doi:10.1016/0022-0965(90)90076-K
   PubMed Web of Science ®Google Scholar
• Ciaravino, E. A. (2006). Student reflections as evidence of interactive clinical reasoning skills. Occupational Therapy in Health Care, 20(2), 75–88.
   PubMedGoogle Scholar
• Dahlgren, M. A., Richardson, B., & Kalman, H. (2004). Redefining the reflective practitioner. In J. Higgs, B. Richardson, & M. A. Dahlgren (Eds.), Developing practice knowledge for health professions (pp. 15–33). Philadelphia, PA: Butterworth Heinemann.
   Google Scholar
• DeBacker, T. K., & Crowson, H. M. (2006). Influences on cognitive engagement: Epistemological beliefs and need for closure. British Journal of Educational Psychology, 76(3), 535–551.
   PubMedGoogle Scholar
• Dunn, W. (2000). Best practice occupational therapy in community service with children and families. Thorofare, NJ: SLACK, Inc.
   Google Scholar
• Dutton, R. E. (2003). The impact of epistemology, motivation, and metacognition on performance in case-based classes. New Brunswick, NJ: Rutgers The State University of New Jersey. 134 p. (UMI Order AAI3088471.). (2005073999)
   Google Scholar
• Fisher, G. S. (1999). A study of successful educational strategies in three entry-level graduate programs. Occupational Therapy in Health Care, 12(1), 17–31. doi:10.1300/J003v12n01_02
   Google Scholar
• Greene, J. A., Azevedo, R., & Torney-Purta, J. (2008). Modeling epistemic and ontological cognition: Philosophical perspectives and methodological directions. Educational Psychologist, 43(3), 142–160. doi:10.1080 /00461520802178458
   Web of Science ®Google Scholar
• Greene, J. A., Torney-Purta, J., & Azevedo, R. (2010). Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level. Journal of Educational Psychology, 102(1), 234–255. doi:10.1037/a0017998
   Web of Science ®Google Scholar
• Gutman, S. (2008). Research priorities of the profession. American Journal of Occupational Therapy, 62(5), 499–501.
   PubMedGoogle Scholar
• Gutman, S. (2009). Why haven't we generated sufficient evidence? part II: Building our evidence. American Journal of Occupational Therapy, 63, 235–237.
   Google Scholar
• Hammel, J., Royeen, C. B., Bagatell, N., Chandler, B., Jensen, G., Loveland, J., et al. (1999). Student perspectives on problem-based learning in an occupational therapy curriculum: A multiyear qualitative evaluation. American Journal of Occupational Therapy, 53, 199–206.
   PubMed Web of Science ®Google Scholar
• Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25(4), 378–405. doi:10.1006/ceps.1999.1026
   PubMed Web of Science ®Google Scholar
• Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13(4), 353–383. doi:10.1023/A:1011965830686
   Web of Science ®Google Scholar
• Hofer, B. K. (2006). Domain specificity of personal epistemology: Resolved questions, persistent issues, new models. International Journal of Educational Research, 45(1–2), 85–95. doi: 10.1016 /j.ijer.2006.08.006
   Google Scholar
• Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88–140.
   Web of Science ®Google Scholar
• Hooper, B. (2006a). Beyond active learning: A case study of teaching practices in an occupation-centered curriculum. American Journal of Occupational Therapy, 60(5), 551–562.
   PubMed Web of Science ®Google Scholar
• Hooper, B. (2006b). Epistemological transformation in occupational therapy: Educational implications and challenges. Occupational Therapy Journal of Research: Occupation, Participation, and Health, 26(1), 15–24.
   Web of Science ®Google Scholar
• Jehng, J. J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students′ epistemological beliefs about learning. Contemporary Educational Psychology, 18(1), 23–35. doi:10.1006/ceps.1993.1004
   Web of Science ®Google Scholar
• Kardash, C. M., & Scholes, R. J. (1996). Effects of preexisiting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88(2), 260–271. doi:10.1037/0022-0663.88.2.260
   Web of Science ®Google Scholar
• Kienhues, D., Bromme, R., & Stahl, E. (2008). Changing epistemological beliefs: The unexpected impact of a short-term intervention. British Journal of Educational Psychology, 78(4), 545–565. doi:10.1348/000709907×268589
   PubMed Web of Science ®Google Scholar
• King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco, CA: Jossey-Bass Publishers.
   Google Scholar
• King, P. M., & Kitchener, K. S. (2002). The reflective judgment model: Twenty years of research on epistemic cognition. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 37–61). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Kramer, P., Ideishi, R. I., Kearney, P. J., Cohen, M. E., Oppermann Ames, J., Borelli Shea, G., et al. (2007). Achieving curricular themes through learner-centered teaching. Occupational Therapy in Health Care, 21(1–2), 185–198. doi:10.1300/J003v21n01_14
   PubMedGoogle Scholar
• Kuhn, D., Garcia-Mila, M., Zohar, A., Andersen, C., White, S. H., Klahr, D., & Carver, S. M. (1995). Strategies of knowledge acquisition. Monographs of the Society for Research in Child Development, 60(4), i+iii+v-vi+1–157.
   PubMed Web of Science ®Google Scholar
• Kuhn, D., & Pearsall, S. (2000). Developmental origins of scientific thinking. Journal of Cognition and Development, 1, 113–129.
   Web of Science ®Google Scholar
• Kuhn, D., & Weinstock, M. P. (2002). What is epistemological thinking and why does it matter? In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 121–144). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Lederer, J. M. (2000). The application of constructivism to concepts of occupation using a group process approach. Occupational Therapy in Health Care, 13(1), 81–93.
   Google Scholar
• Mattingly, C., & Fleming, M. H. (Eds.). (1994). Clinical reasoning-forms of inquiry in a therapeutic practice. Philadelphia, PA: F.A. Davis.
   Google Scholar
• McCarron, K. A., & D'Amico, F. (2002). The impact of problem-based learning on clinical reasoning in occupational therapy education. Occupational Therapy in Health Care, 16(1), 1–13.
   PubMedGoogle Scholar
• Mines, R. A., King, P. M., Hood, A. B., & Wood, P. K. (1990). Stages of intellectual development and associated critical thinking skills in college students. Journal of College Student Development, 31(6), 538–547.
   Google Scholar
• Mitchell, A. W., & Batorski, R. E. (2009). A study of critical reasoning in online learning: Application of the occupational performance process model. Occupational Therapy International, 16(2), 134–153.
   PubMedGoogle Scholar
• Mitchell, A. W. (2013). Models of Epistemic and Ontological Cognition: A New Perspective of Occupational Therapy Education. Occupational Therapy in Health Care, 27(1), 3–19.
   PubMedGoogle Scholar
• Mitchell, R., & Unsworth, C. (2005). Clinical reasoning during community health home visits: Expert and novice differences. British Journal of Occupational Therapy, 68(5), 215–223.
   Google Scholar
• Moore, W. S. (2002). Understanding learning in a postmodern world: Reconsidering the Perry scheme of ethical and intellectual development. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 17–36). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74(3), 317–377.
   Web of Science ®Google Scholar
• Muis, K. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42(3), 173–190. doi:10.1080/00461520701416306
   Web of Science ®Google Scholar
• Paulsen, M. B., & Wells, C. T. (1998). Domain differences in the epistemological beliefs of college students. Research in Higher Education, 39(4), 365–384.
   Web of Science ®Google Scholar
• Perry, W. G. (1968). Patterns of development in thought and values of students in a liberal arts college: A validation of a scheme. No. ED 024315). Cambridge, MA: Bureau of Study Counsel, Harvard University.
   Google Scholar
• Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart & Winston.
   Google Scholar
• Piaget, J. (1969). Psychology of intelligence. Patterson, NJ: Littlefield, Adams.
   Google Scholar
• Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. doi:10.1002/sce.3730660207
   Google Scholar
• Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students’ learning science concepts from text. Journal of Educational Psychology, 87(2), 282–292. doi:10.1037/0022-0663.87.2.282
   Web of Science ®Google Scholar
• Richardson, B., Higgs, J., & Dahlgren, M. A. (2004). Recognising practice epistemology in the health professions. In J. Higgs, B. Richardson, & M. A. Dahlgren (Eds.), Developing practice knowledge for health professions (pp. 1–14). Philadelphia: Butterworth Heinemann.
   Google Scholar
• Robertson, L. J. (1996). Clinical reasoning, part 2: Novice/expert differences. British Journal of Occupational Therapy, 59(5), 212–216.
   Google Scholar
• Ryan, M. P. (1984). Conceptions of prose coherence: Individual differences in epistemological standards. Journal of Educational Psychology, 76(6), 1226–1238. doi:10.1037 /0022-0663.76.6.1226
   Web of Science ®Google Scholar
• Schell, B.A.A., & Schell, J.W. (eds) (2008). Clinical and professional reasoning in occupational therapy. Philadelphia, PA: Lippincott, Williams, & Wilkins.
   Google Scholar
• Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Pscyhology, 82(3), 489–504.
   Google Scholar
• Schommer, M. (1993). Comparisons of beliefs about the nature of knowledge and learning among postsecondary students. Research in Higher Education, 34(3), pp. 355–370.
   Web of Science ®Google Scholar
• Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84(4), 435–443. doi:10.1037/0022-0663.84.4.435
   Web of Science ®Google Scholar
• Schommer-Aikins, M., & Hutter, R. (2002). Epistemological beliefs and thinking about everyday controversial issues. Journal of Psychology: Interdisciplinary and Applied, 136(1), 5–20.
   Google Scholar
• Schraw, G., Dunkle, M. E., & Bendixen, L. D. (1995). Cognitive processes in well-defined and ill-defined problem solving. Applied Cognitive Psychology, 9(6), 523–538. doi:10.1002/acp.2350090605
   Web of Science ®Google Scholar
• Schraw, G. J., & Olafson, L. J. (2008). Assessing teachers’ epistemological and ontological worldviews. In M. S. Khine (Ed.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 25–42). New York: Springer.
   Google Scholar
• Valanides, N., & Angeli, C. (2005). Effects of instruction on changes in epistemological beliefs. Contemporary Educational Psychology, 30, 314–330.
   Web of Science ®Google Scholar
• Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30(4), 173–187.
   Web of Science ®Google Scholar
• Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In J. D. Hacker & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar