Understanding-Oriented Pedagogy to Strengthen Plagiarism-Free Academic Writing

Findings From Studies in China
2024
ISBN: 978-981-99-9843-2
Verlag: Springer Nature Singapore

Buch, Englisch, 160 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 430 g

This book discusses the plagiarism-free academic writing in higher education. It demonstrates how to orchestrate an understanding-oriented pedagogy (including the teaching of plagiarism and source use) in order to facilitate plagiarism-free academic writing among undergraduates by revealing studies in China. This book emphasizes that plagiarism is a mere symptom of educational problems and plagiarism urgently needs education-based solutions instead of punish solutions. It highlights that students' meaningful understandings of plagiarism and source use should be identified as the main learning objectives of plagiarism instruction, as well as features the adoption of plagiarism instruction in academic writing practices in subject courses. It also focuses on the potentials of Information and Communication Technology (ICT) in scaffolding learning and teaching under plagiarism pedagogy beyond merely detecting plagiarism.



This book also contributes to the discussion about the validity of current plagiarism assessment scales by providing evidences to challenge them and proposing a new one. This book is of great benefits for readers to increase knowledge and promote positive attitudes toward plagiarism and plagiarism instruction. It adds to our knowledge of how plagiarism in higher education can be effectively prevented by adopting an understanding-oriented pedagogy. It also adds to our knowledge of how Chinese undergraduates and their instructors view plagiarism and cope with plagiarism in discipline-based courses, which provides robust evidence for the academic debate about whether culture has effects on students’ plagiarism in academic writing. Finally, it provides insights about the relationship among plagiarism, pedagogy, and technology.

Zielgruppe

Research

Autoren/Hrsg.

Zhang, Yin

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Angewandte Sprachwissenschaft
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Hochschuldidaktik

Inhaltsverzeichnis

Chapter 1. Introduction.- Chapter 2. Plagiarism issues in higher education.- Chapter 3. Teaching to avoid plagiarism in academic writing.- Chapter 4. Design of an understanding-oriented pedagogy.- Chapter 5. Design of an ICT tool: the online writing system.- Chapter 6. Invigorating the understanding-oriented pedagogy through practice.- Chapter 7. The effects of the pedagogical intervention on students’ plagiarism.- Chapter 8. Key points derived from the research findings.- Chapter 9. Conclusion: future directions for the understanding-oriented pedagogy.- Appendices.

Über Autor(innen)

Dr. Zhang Yin is Associate Professor in the Department of Education, Ocean University of China. She obtained a Ph.D. in Education from The University of Hong Kong, Faculty of Education. Her research interests lie in the areas of digital literacies, anti-plagiarism literacy, social media in education, and ICT-supported teaching and learning. She has been involved in 30 research projects, with 19 projects serving as the Principal Investigator.


She has published over 35 articles with 13 appearing in international academic journals. This includes key journals in the field of educational technology, such as The Internet and Higher Education, and British Journal of Educational Technology. She has received a number of awards, including Shandong Province Social Science Excellent Achievement Prize and Qingdao Social Science Excellent Achievement Prize.