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This study explores students' understanding of plagiarism and their information use practices. Based on earlier findings regarding students' orientation toward processes and the degree of plagiarism exhibited, it analyses four cases in a new Australian study of Year 11 students. The two students who plagiarized least are compared with the two who plagiarized most in an ancient history assignment. Those who plagiarized most were less engaged with their topics; remembered less about them a month later; demonstrated less interest in processes such as learning, seeking meaning, or understanding; and were less able to recognize plagiarism than did those who plagiarized least. Those who plagiarized least incorporated direct quotations more effectively, used fewer quotations, and synthesized information and ideas better than did the others. Learning experiences that emphasize student engagement and construction of knowledge through appropriate and effective information use should take precedence over attempts to detect plagiarism without providing alternatives. 相似文献
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Joy A. Palmer Jennifer Suggate Barbara Bajd Elissavet Tsaliki 《Environmental Education Research》1998,4(4):429-444
This article provides an overview and discussion of the relative importance of various categories of significant influences and formative life experiences on the development of environmental educators’ knowledge of and concern for the environment. A previous article in this journal (Palmer & Suggate, 1996) presents relevant findings deriving from the UK and analyses the ways in which the importance of influences may change through time or be affected by the subject's age. Here, the team of international authors presents data from three European countries and engages in both location‐specific and cross‐cultural comparative analysis. 相似文献
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This study, carried out in connection with the Newspapers in Education programme, reveals the effectiveness of newspapers as a reading resource in the classroom. Their beneficial effect is especially apparent in the motivation given to boys as readers and to the natural way in which parents, and fathers in particular, can become involved. 相似文献
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Joy A. Palmer 《Cambridge Journal of Education》1999,29(3):379-395
This paper argues for an increase in the application of empirical evidence to the task of improving the quality and impact of environmental education. Whilst the global scene in environmental education appears to portray optimism and great endeavour, there remain key issues to resolve. Such issues include the apparent lack of impact of formal educational programmes on individual's environmental awareness and concern. The paper argues that an empirical research base can illuminate significant findings relating to human motivation and cognition which may help to resolve such issues. It provides an overview and discussion of some of the findings of one particular substantial international research project in order to illustrate the underpinning case for using research to inform both policy and practice and gives some examples of how the evidence generated from this research programme is being used to shape educational policy and practice. 相似文献
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