Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil
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 amo...
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doaj-6a41924679fa47ab9edb352e0eddb89b2020-11-24T23:56:33ZengAcademia Brasileira de CiênciasAnais da Academia Brasileira de Ciências1678-2690010.1590/0001-3765201720160474S0001-37652017005007107Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in BrazilCHRISTIANE C. SANTOSPATRÍCIA S. DOS SANTOSMAURÍCIO C. SANT'ANAHATISABURO MASUDAMONICA B. BARBOZASONIA M.R. VASCONCELOSABSTRACT 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.http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0001-37652017005007107&lng=en&tlng=enresearch integrityplagiarismscience educationscience policyrote learning |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
CHRISTIANE C. SANTOS PATRÍCIA S. DOS SANTOS MAURÍCIO C. SANT'ANA HATISABURO MASUDA MONICA B. BARBOZA SONIA M.R. VASCONCELOS |
spellingShingle |
CHRISTIANE C. SANTOS PATRÍCIA S. DOS SANTOS MAURÍCIO C. SANT'ANA HATISABURO MASUDA MONICA B. BARBOZA SONIA M.R. VASCONCELOS Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil Anais da Academia Brasileira de Ciências research integrity plagiarism science education science policy rote learning |
author_facet |
CHRISTIANE C. SANTOS PATRÍCIA S. DOS SANTOS MAURÍCIO C. SANT'ANA HATISABURO MASUDA MONICA B. BARBOZA SONIA M.R. VASCONCELOS |
author_sort |
CHRISTIANE C. SANTOS |
title |
Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil |
title_short |
Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil |
title_full |
Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil |
title_fullStr |
Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil |
title_full_unstemmed |
Going Beyond Academic Integrity Might Broaden our Understanding of Plagiarism in Science Education: A Perspective from a Study in Brazil |
title_sort |
going beyond academic integrity might broaden our understanding of plagiarism in science education: a perspective from a study in brazil |
publisher |
Academia Brasileira de Ciências |
series |
Anais da Academia Brasileira de Ciências |
issn |
1678-2690 |
description |
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. |
topic |
research integrity plagiarism science education science policy rote learning |
url |
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0001-37652017005007107&lng=en&tlng=en |
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