Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil
Document title: Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil
Journal: Anais da Academia Brasileira de Ciencias
Database: PERIÓDICA
System number: 000409050
ISSN: 0001-3765
Authors: 3
2
4
1
2
1
Institutions: 1Universidade Federal do Rio de Janeiro, Instituto de Bioquimica Medica Leopoldo de Meis, Rio de Janeiro. Brasil
2Universidade Federal do Rio de Janeiro, Rio de Janeiro. Brasil
3Colegio Pedro II, Rio de Janeiro. Brasil
4Agencia Nacional de Saude Suplementar, Rio de Janeiro. Brasil
Year:
Season: May
Volumen: 89
Pages: 757-771
Country: Brasil
Language: Inglés
Document type: Artículo
Approach: Analítico, descriptivo
English abstract Fostering innovation and creativity is a priority in the science and education policy agenda of most countries, which have advocated that innovative minds and processes will boost scientific and economic growth. While our knowledge society has embraced this view, fostering creativity is among the major challenges faced by educators and policymakers. For example, plagiarism, which may be considered a form of imitation and repetition, is a global concern at schools and universities. However, most discussions focus on academic integrity, which, we believe, leaves some gaps in the approach to the problem. As part of an ongoing project on plagiarism, science and education policy, we show results from a survey sent to 143 high-school science teachers at one of the most highly regarded federal schools in Brazil. Among respondents (n=42), about 50% admit that students plagiarize in assignments. Additionally, many of these educators suggest that the way biology, chemistry and physics are taught at school stimulates more repetition than creativity. Our findings are consistent with the need for a broader perspective on plagiarism and with initiatives to stimulate creativity and critical thinking among students. Although we offer a perspective from Brazil, it may illuminate current discussions on plagiarism, particularly in emerging countries
Disciplines: Educación,
Filosofía,
Economía
Keyword: Educación superior,
Etica,
Planificación económica,
Plagio,
Educación científica,
Política científica,
Aprendizaje,
Economía del conocimiento
Keyword: Education,
Philosophy,
Economics,
Higher education,
Ethics,
Economic planning,
Plagiarism,
Scientific education,
Scientific policy,
Learning,
Knowledge economy
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