This empirical study investigates the main features of curricula and contexts that favor or hinder the process of transfer of a teaching-learning sequence (TLS) from the designers’ original situation to a host one. The specific research questions addressed were (RQ1) what were the changes made during the process of transfer in the new context? (RQ2) What were the similarities or differences between the national curricula and contexts that influenced the process of transfer? To answer our research questions, we chose two TLSs, one about optical properties of materials, the other about thermal conductivity, originally designed by two groups of researchers and experienced teachers in Italy and Greece, respectively. The transfer process was analyzed using the “adaptation and reinvention” model, originally developed for the management knowledge research field, while the construct of “institutional distance” was used to describe the influence of country-specific aspects on the transfer process. Data collected included background documents that describe the principles underlying the TLSs design, the decisions and changes made to the original TLSs by the hosting group, and reports on the TLS implementation in classroom practice in the original and in the host context. Content analysis was used to analyze data. Results show that the similarities between the two national curricula and interactions between the involved groups acted mainly as facilitators of the transfer process.

中文翻译：

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国家课程如何影响两种教育系统之间的教学序列的设计和转移：来自希腊和意大利的案例研究

这项实证研究调查了课程的主要特征和有利于或阻碍将教学序列从设计师的原始情况转移到宿主的情况的情境。解决的具体研究问题是（RQ1）在新背景下的转移过程中进行了哪些更改？（RQ2）国家课程和影响迁移过程的环境之间有何异同？为了回答我们的研究问题，我们选择了两个TLS，一个是关于材料的光学特性，另一个是关于热导率，它们分别由两组研究人员和意大利和希腊经验丰富的老师设计。使用“适应和重塑”模型分析了转移过程，最初是为管理知识研究领域而开发的，而“制度距离”的构造则用来描述国家特定方面对转移过程的影响。收集的数据包括背景文件，这些文件描述了TLS设计的基本原理，托管组对原始TLS所做的决定和更改，并报告了在原始环境和托管环境下课堂实践中TLS实施的情况。内容分析用于分析数据。结果表明，这两个国家课程之间的相似之处以及所涉群体之间的互动主要是转移过程的促进者。收集的数据包括背景文件，这些文件描述了TLS设计的基本原理，托管组对原始TLS所做的决定和更改，并报告了在原始环境和托管环境下课堂实践中TLS实施的情况。内容分析用于分析数据。结果表明，两个国家课程之间的相似之处以及所涉群体之间的互动主要是转移过程的促进者。收集的数据包括背景文件，这些文件描述了TLS设计的基本原理，托管组对原始TLS所做的决定和更改，并报告了在原始环境和托管环境下课堂实践中TLS实施的情况。内容分析用于分析数据。结果表明，两个国家课程之间的相似之处以及所涉群体之间的互动主要是转移过程的促进者。