FROM JOURNALS TO CLASSROOMS: RE-IMAGINING KNOWLEDGE TRANSFER MODELS FOR BRIDGING RESEARCH–PRACTICE GAPS IN SCIENCE AND TECHNOLOGY EDUCATION

Abstract

Bridging the persistent gap between educational research and classroom practice 
remains a pressing challenge in science and technology education. Despite the 
proliferation of research studies that identify effective instructional strategies and 
pedagogical innovations, teachers often struggle to integrate research insights into 
daily classroom practices. This paper argues that existing knowledge transfer 
models are insufficient to address the complex, context-dependent realities of 
classroom teaching. Drawing on scholarship from educational research utilization, 
knowledge mobilization theory, and science pedagogy, the paper advocates for a re
imagined model of knowledge transfer that emphasizes collaborative engagement, 
adaptive implementation, and systemic support. By reframing the movement “from 
journals to classrooms” as a dynamic, bidirectional process rather than a linear 
dissemination of findings, this paper highlights strategies for enhancing the 
practical relevance of research, promoting teacher agency, and fostering sustainable 
improvements in science and technology education.