Abstract

The authors identify and discuss the many complexities involved in the translation of scientific information in the social sciences into forms usable for solving problems of practice in education. As a means of appropriately handling these complexities and the issues that arise, they prescribe a series of stages to be followed from the advent of a practitioner's situational problem to the design of a response to it. They assert that unless the process of translation is conducted with the prescribed level of understanding, appreciation, and rigor, the application of knowledge will be inaccurate.