Unpacking the Black Box of Translation: A framework for infusing spatial thinking into curricula
Unpacking the Black Box of Translation: A framework for infusing spatial thinking into curricula
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DOI：
10.1186/s41235-020-00222-9
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发表时间：
2020-06-25
影响因子：
4.1
通讯作者：
Fisher, Kelly R.
中科院分区：
文献类型：
--
作者：
Gagnier, Kristin M.;Fisher, Kelly R.
背景空间思维技能与科学、技术、工程和数学(STEM)领域的成就密切相关，新的研究表明，旨在培养学生技能的干预措施可能会对整个K-12环境下的学习产生可衡量的影响。空间思维在科学中的重要性在学术讨论中得到了越来越多的关注；然而，在K-12教育中，很大程度上仍然缺乏有意教授空间思维技能的实践。由于各种原因，将科学转化为教育实践具有挑战性，包括难以将研究成果“转化”为实际应用，以及支持其发展、实施和评估的资源有限。考虑到这些障碍，有人可能会问：“空间思维能被带到课堂上吗？”在本文中，我们认为，为了有效地将研究带入课堂，我们必须首先系统地探索如何将空间思维转化为实践。方法我们提出了一个受使用启发的综合框架，它借鉴了计划的行动和翻译科学理论，以及来自认知科学、发展科学、教育科学和实施科学的研究，以指导将空间思维融入科学课程。在知识翻译框架(KTF)中，翻译被认为是一个多阶段的过程，分七个阶段进行：(1)确定相关学科和语境知识，(2)将知识合成并翻译成指导方针，以支持知识融入课程，(3)开发工具，支持课程开发、实施和跟踪翻译过程，(4)迭代开发和改进空间增强的课程，(5)创建分析计划，以评估空间增强和其他语境特征对学习的影响，(6)制定和实施干预计划，(7)干预效果评价。结论KTF是一个受使用启发的综合框架，它拆解了翻译过程，并提供了实用指导，指导团队如何综合科学和语境知识，将其融入课程，并以产生科学理解和实践知识的方式评估其影响。我们还提供了说明性的例子，说明如何使用这种方法来增强基础科学课程的空间。
Background Spatial thinking skills are strongly correlated with achievement in Science, Technology, Engineering, and Mathematics (STEM) fields and emerging research suggests that interventions aimed at building students' skills will likely yield measurable impacts on learning across K-12 settings. The importance of spatial thinking in science has received increased attention in academic discussions; however, the intentional practice of teaching spatial thinking skills is still largely absent from K-12 education. The translation of science into educational practice is challenging for a variety of reasons, including the difficulty "translating" research findings into practical applications and limited resources to support its development, implementation, and evaluation. Given these obstacles, one may ask "can spatial thinking be brought to the classroom?" In this paper, we argue that in order to effectively move research into the classroom, we must first systematically explorehowspatial thinking can be translated into practice. Approach We present a use-inspired, integrative framework that draws upon planned action and translation science theories, as well as research from cognitive, developmental, educational, and implementation sciences, to guide the infusion of spatial thinking into science curricula. In theKnowledge Translation Framework(KTF), translation is conceived as a multistage process, proceeding through seven stages: (1) the identification of relevant disciplinary and contextual knowledge, (2) the synthesis and translation of knowledge into guidelines to support the infusion of knowledge into the curriculum, (3) the development of tools to support curriculum development, implementation, and track the translation process, (4) the iterative development and refinement of the spatially-enhanced curriculum, (5) the creation of an analysis plan to evaluate the impact of the spatial enhancements and other contextual features on learning, (6) the development and implementation of an intervention plan, and (7) the evaluation of the intervention. Conclusion The KTF is a use-inspired, integrative framework that unpacks the translation process and offers practical guidance on how a team may synthesize scientific and contextual knowledge, infuse it into a curriculum, and evaluate its impact in ways that will yield scientific understandingandpractical knowledge. We also provide illustrative examples of how this approach was used to spatially enhance an elementary science curriculum.