04035nam a22004695i 4500001001800000003000900018005001700027007001500044008004100059020003700100024003500137050001800172072001600190072002300206072001500229100008000244245015700324250001800481264007200499300006300571336002600634337002600660338003600686347002400722505058800746520177101334650002303105650002303128650005503151650002703206650002903233650004303262710003403305773002603339776003603365776003603401776003603437856004603473912001403519912001503533999001703548978-981-99-9844-9DE-He21320251030111437.0cr nn 008mamaa240221s2024    si |    s    |||| 0|eng d  a97898199984499978-981-99-9844-97 a10.1007/978-981-99-9844-92doi 4aLB2395-2395.4 7aJNZ2bicssc 7aSTU0360002bisacsh 7aJNZ2thema1 aZhang, Yin.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut97149810aUnderstanding-Oriented Pedagogy to Strengthen Plagiarism-Free Academic Writingh[electronic resource] :bFindings From Studies in China /cby Yin Zhang.  a1st ed. 2024. 1aSingapore :bSpringer Nature Singapore :bImprint: Springer,c2024.  aIX, 160 p. 12 illus., 9 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aChapter 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.  aThis 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. 0aPenmanship.971499 0aEducation, Higher. 0aLanguage and languagesxStudy and teaching.95996214aWriting Skills.97150024aHigher Education.96898024aLanguage Teaching and Learning.9715012 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978981999843208iPrinted edition:z978981999845608iPrinted edition:z978981999846340uhttps://doi.org/10.1007/978-981-99-9844-9  aZDB-2-EDA  aZDB-2-SXED  c57789d57789