Current educational approaches are constantly looking for strategies that can be employed to ensure positive outcomes for learners. As a result, there has been a need to train educators effectively to impart meaningful knowledge to learners. One of the issues that have merged in recent years is the concept of implementation science, where teachers are expected to adopt research-backed practices to improve success in training learners (Kelly & Perkin, 2012). When implemented effectively, research-backed solutions to contemporary educational problems can significantly elevate the quality of content given to learners.
Empirical research leads to the creation of a body of knowledge that can be analyzed to improve understanding in any field. Nilsen (2020) explains that evidence-based practice (EBP) can only be attained when effective strategies are adopted to implement research results. Educators can only benefit from the existing body of studies when they possess the skills to bridge the gap between theory and practice effectively. Some practices are often used to collect and analyze data to ensure feasibility. For instance, researchers often opt for sampling instead of an entire population for studying. Therefore, the implementing parties must put the study results in context and ensure that the findings can be extrapolated within a specific environment. Some theories have been developed to assist educators in the implementation of research findings. One of the challenges encountered when gathering data is dealing with numerous literature covering a particular topic. Nilsen (2020) outlines that the educator must know how to select and summarize relevant information in practice, known as a narrative review. The practice ensures that only the relevant information is collected and summarized and that the findings are relevant to a given problem.
The collection of evidence is also a crucial step in promoting the successful implementation of science. As stated previously, numerous pieces of literature could provide evidence for particular research. Hill and Hupe (2021) observe that the best and updated evidence must be collected. Research is a progressive undertaking where a professional identifies gaps in existing data and attempts to fill them. When adopting the results of studies from literature to a given situation, there is a need for the researcher to understand the stages of the research and the finding at each stage. Such an approach ensures that only the relevant data is used to direct decision-making in a given situation. According to Blasé et al. (2012), many resources are invested in studies to ensure that they can positively impact educational practices. As a result, purveyors in education often have the burden of ensuring that they adopt successful approaches to foster positive changes. Education plays a crucial role in the development of any economy. Learners should be equipped with the relevant knowledge and skills to handle emerging challenges and opportunities effectively. These facts underscore the importance of implementing science in education.
The manner in which experiments are conducted brings into perspective the challenge of interpreting and applying the results in practice. Boyle (2012) explains that there are approaches that are used in studies, such as hypothesis testing, which imply that researchers often have a rough idea of the nature of the results. Experiments are often meant to eliminate any doubts concerning a specific issue. For instance, there are emerging concepts in education that have been proposed with the hope of improving learner outcomes. However, before such strategies are implemented, studies are often conducted to develop evidence-based results. Harada and Yukawa (2012) also emphasize the action research issue that increasingly demands accountability from educators. These issues underscore the importance of ensuring that the process of implementation or research-based findings is optimized to increase the chances of success. Improving teaching requires a muti-dimension approach that places emphasis not only on empirical studies but also on the manner in which they are implemented. As a result, educators are often faced with the challenging task of implementing science, especially in psychology, where numerous studies have been conducted to improve efficiency in imparting knowledge.
Implementing science for psychology in education is essential in bridging the gap between theory and practice. There is a dire need to effectively implement research findings in psychology in education to improve learner competency and facilitate teaching. Empirical research has created a body of knowledge in education as professionals engage in studies to find solutions to emerging problems. However, these findings must also be implemented effectively to ensure meaningful changes. Implementation science, therefore, aims at empowering educators with the necessary skills to identify and adopt progressive development in learning. One of the core areas of consideration that has been identified is the collection of evidence. There is a need for teachers to select the best evidence for a given context. Such an approach is crucial when numerous studies are addressing a particular problem. Experiments adopt specific strategies for feasibility that need to be put in perspective during implementation. Furthermore, emerging concepts such as action research also emphasize accountability and the capacity to foster positive changes. These issues within implementation science make it a powerful tool in ensuring that studies promote positive development in psychology in education.
References
Blase, K. A., Dyke, M. V., Fixsen, D. L., & Bailey, F. W. (2012). Implementation Science: Key Concepts, Themes, and Evidence for Practitioners in Educational Psychology. In B. Kelly, & D. F. Perkins (Eds.), Handbook of Implementation Science for Psychology in Education (pp. 13-35). Cambridge University Press.
Boyle, J. (2012). Understanding the nature of experiments in a real-world educational context. In B. Kelly, & D. F. Perkins (Eds.), Handbook of Implementation Science for Psychology in Education (pp. 54–68). Cambridge University Press.
Harada, V. H., & Yukawa, J. (2012). Action research: Reshaping practice through assessment and critical reflection. In B. Kelly, & D. F. Perkins, Handbook of Implementation Science for Psychology in Education (pp. 403–423). Cambridge University Press.
Hill, M., & Hupe, P. (2021). Implementing Public Policy: An Introduction to the Study of Operational Governance. Sage. Retrieved from https://books.google.co.ke/books?id=oT83EAAAQBAJ&pg=PA240&dq=implementation+science+and+gathering+evidence&hl=en&sa=X&ved=2ahUKEwiAzfuLlJf6AhUegf0HHUjOBesQ6AF6BAgJEAI#v=onepage&q=implementation%20science%20and%20gathering%20evidence&f=false
Kelly, B., & Perkin, D. F. (Eds.). (2012). Handbook of implementation science for psychology in education. Cambridge University Press.
Nilsen, P. (2020). Implementation science 3.0. In B. Albers, A. Shlonsky, & R. Mildon (Eds.). Springer. Retrieved from https://books.google.co.ke/books?id=r8bXDwAAQBAJ&printsec=frontcover&dq=implementation+science+and+empirical+research&hl=en&sa=X&ved=2ahUKEwjj99jfkZf6AhV4i_0HHeKnDHkQ6AF6BAgJEAI#v=onepage&q=implementation%20science%20and%20empirical%20research&f=false
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