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020 _a9789819998449
_9978-981-99-9844-9
024 7 _a10.1007/978-981-99-9844-9
_2doi
050 4 _aLB2395-2395.4
072 7 _aJNZ
_2bicssc
072 7 _aSTU036000
_2bisacsh
072 7 _aJNZ
_2thema
100 1 _aZhang, Yin.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_971498
245 1 0 _aUnderstanding-Oriented Pedagogy to Strengthen Plagiarism-Free Academic Writing
_h[electronic resource] :
_bFindings From Studies in China /
_cby Yin Zhang.
250 _a1st ed. 2024.
264 1 _aSingapore :
_bSpringer Nature Singapore :
_bImprint: Springer,
_c2024.
300 _aIX, 160 p. 12 illus., 9 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _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.
520 _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.
650 0 _aPenmanship.
_971499
650 0 _aEducation, Higher.
650 0 _aLanguage and languages
_xStudy and teaching.
_959962
650 1 4 _aWriting Skills.
_971500
650 2 4 _aHigher Education.
_968980
650 2 4 _aLanguage Teaching and Learning.
_971501
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789819998432
776 0 8 _iPrinted edition:
_z9789819998456
776 0 8 _iPrinted edition:
_z9789819998463
856 4 0 _uhttps://doi.org/10.1007/978-981-99-9844-9
912 _aZDB-2-EDA
912 _aZDB-2-SXED
999 _c57789
_d57789