Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil
An. acad. bras. ciênc
;
89(1,supl): 757-771, May. 2017. graf
Artículo
en Inglés
| LILACS
| ID: biblio-886668
ABSTRACT
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.
Texto completo:
Disponible
Índice:
LILACS (Américas)
Asunto principal:
Publicaciones
/
Ciencia
/
Plagio
Límite:
Humanos
País/Región como asunto:
America del Sur
/
Brasil
Idioma:
Inglés
Revista:
An. acad. bras. ciênc
Asunto de la revista:
Ciencia
Año:
2017
Tipo del documento:
Artículo
País de afiliación:
Brasil
Institución/País de afiliación:
Federal University of Rio de Janeiro/BR
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