Teaching knowledge generated through occupational science and teaching the science itself

Barb Hooper, Sheama Krishnagiri, Steven D. Taff, Pollie Price, Andrea Bilics

Research output: Contribution to journalArticlepeer-review

10 Scopus citations


This paper reviewed data that were collected for a study on teaching occupation in the context of occupational therapy programs, in order to explore if and how teaching occupational science was represented. Data that referenced occupational science were sparse but the available instances allowed observations to be made about teaching occupational science. Teaching the concepts and research findings of occupational science was more prevalent than teaching the science itself, raising questions about the implications of dispersing concepts from occupational science across a curriculum detached from their origins. Implications related to curricula, professional identity and translational science are explored. Suggestions are made for teaching concepts in explicit connection to occupational science, as well as stand-alone education about the science.

Original languageEnglish
Pages (from-to)525-531
Number of pages7
JournalJournal of Occupational Science
Issue number4
StatePublished - Oct 1 2016


  • Teaching
  • curriculum
  • occupational therapy
  • translational science


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