Why do not academic teachers more frequently use results from education, psychology, cognitive sciences, and related fields while planning, carrying out, and evaluating teaching? It has been argued that if only they did, education would improve. It has further been argued that results from these fields are not communicated in ways suitable for teachers from other disciplines, and therefore there is a need for translation. If the results from these fields were translated, it has been proposed, their use would increase with positive effects on education. A question remains: who should do the translation? This study investigates whether early career academics in engineering and technology can find, translate, and make relevant use of research into education, psychology, and related fields within written reports. Results show they can. Therefore, it is argued, translation itself will not increase the use of this type of research. Other explanations for the problem are discussed.

中文翻译：

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在高等教育中利用教育研究——从事转化研究的学术教师

为什么学术教师在规划、实施和评估教学时不更频繁地使用教育、心理学、认知科学和相关领域的成果？有人认为，如果他们这样做，教育就会得到改善。还有人认为，这些领域的结果并没有以适合其他学科教师的方式进行交流，因此需要进行翻译。有人提议，如果翻译这些领域的结果，它们的使用会增加，并对教育产生积极影响。一个问题仍然存在：谁应该做翻译？本研究调查了工程和技术领域的早期职业学者是否可以在书面报告中找到、翻译和相关使用教育、心理学和相关领域的研究。结果表明他们可以。所以，有人认为，翻译本身不会增加此类研究的使用。讨论了该问题的其他解释。