scholarly journals Reflexiones sobre el plagio académico

2021 ◽  
Vol 1 (2) ◽  
pp. 35-45
Author(s):  
Emyli Ashley Belduma Murillo ◽  
Carol Marilyn Castillo León ◽  
Gabriela Alexandra Cely Campoverde ◽  
Jonathan Carlos Ordoñez Pardo ◽  
Saidy Mariuxi Toledo Apolo ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Qualitative Investigation ◽  
Knowledge Deficit ◽  
Palabras Clave ◽  
Ancient Times ◽  
Unethical Practice ◽  
Academic Plagiarism ◽  
Student Process

Esta investigación centra la expresión del “plagio académico” concebida como un factor que afecta a los derechos de los autores e impacta de forma negativa a nivel académico y profesional. Es una investigación de corte cualitativo, donde se analizan y describen a detalle las desventajas de este concepto a través de la técnica de revisión bibliográfica. Los resultados obtenidos demuestran que, el plagio es un obstáculo en el proceso formativo de los estudiantes que limita la capacidad crítica, con causantes principales como el déficit de conocimiento en redacción académica, falta de ética, carencia de sistemas anti-plagio en las instituciones. El plagio es una práctica deshonesta que limita la capacidad de pensamiento crítico, creatividad y ética, tanto en el ámbito académico como en el profesional. El auge de la tecnología ha sido un aliciente para acrecentar las estadísticas de plagio, sin embargo, esto no es un contratiempo reciente, puesto que desde la antigüedad se ha llevado a cabo este tipo de práctica desleal y antiética.  Palabras clave: plagio académico, proceso formativo, ética, transgresión de derechos, ejercicio profesional.   ABSTRACT This research focuses on the expression of "academic plagiarism" conceived as a factor affecting authors' rights and negatively impacts academically and professionally. It is a qualitative investigation, where the disadvantages of this concept are analyzed and described in detail through the technique of bibliographic review. The results showed that plagiarism is an obstacle in the student process that limits critical ability, with major causes such as the knowledge deficit in academic writing, lack of ethics, and lack of anti-plagiarism systems in institutions. Plagiarism is a dishonest practice that limits critical thinking creativity and ethics, both academically and professionally. The rise of technology has been an incentive to increase plagiarism statistics, however, this is not a recent setback, because this kind of unfair and unethical practice has been carried out since ancient times. Keywords: academic plagiarism, formative process, ethics, transgression of rights, professional exercise.

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

scholarly journals Critical Thinking and Debiasing: Experimentation in an Academic Writing Course

2020 ◽  
Vol 2019 (1) ◽  
pp. 443
Author(s):  
Guy Smith ◽  
John Peloghitis
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Academic Writing ◽  
Cognitive Biases ◽  
Judgment And Decision Making ◽  
Classroom Teaching ◽  
Negative Effects ◽  
Fields Of Study ◽  
Writing Course ◽  
And Training

In the last two decades, interest in cognitive biases has rapidly grown across various fields of study. The research so far has shown that cognitive biases have significant and sometimes adverse effects on decision making. Thus, it is increasingly being argued that classroom teaching of critical thinking needs to include instruction and training that help students understand cognitive biases and reduce their negative effects on judgment and decision making. Teaching students to be aware of biases and to develop and maintain strategies to reduce their influence is known as debiasing. The purpose of this paper is to provide an overview of cognitive biases and a framework for debiasing proposed by Wilson and Brekke (1994). Two approaches, modifying the person and modifying the environment, are discussed to help teachers introduce activities and strategies to mitigate biases. 認知バイアスへの関心は、この20年で様々な領域で急激に高まってきた。認知バイアスが、意思決定に対し有意な影響、時には逆効果を及ぼすことが、これまでの研究で明らかになった。そのため、教室で批判的思考を教える場合も、学生の認知バイアスへの理解に役立ち、認知バイアスが判断力や意思決定に対して及ぼす、時には有害な影響を弱める思考法を教える練習ないし訓練を組み込む必要があるのではないだろうか。学生がバイアスを認識し、その影響を払拭ないし弱める思考法を身につけてそれを維持するよう教えることは、デバイアスという名称で知られている。本稿では、認知バイアスとWilson and Brekke (1994) が提案するデバイアスのプロセスを概観する。教師がバイアスを和らげるための活動と戦略を紹介できるように、人間を修正し、環境を修正するという二つの取り組みについても検討する。

INTEGRATING CRITICAL THINKING IN TEACHING ACADEMIC WRITING

2017 ◽  
Vol 1 ◽  
pp. 144
Author(s):  
Dewi Sri Wahyuni
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Learning Process ◽  
National Curriculum ◽  
Literacy Skills ◽  
Writing Class ◽  
Numeracy Skills ◽  
Development Goals ◽  
Character Building ◽  
The Third World

One of targets issued by UN through SDGs (Sustainable Development Goals) in education is ensuring that all youth and adults have to achieve literacy and numeracy skills through long live education for both men and women. It is due to facts that education does not nationally wide spread among the developing and mostly, the third world countries. In those countries, the citizens whom literacy and numeracy skills are built up well are only them whose motivation in learning is high. Simply, it can be said that literacy awareness of those countries is unsatisfying. Realizing this fact, Indonesian government revises the National Curriculum of 2013 by the year 2017 and puts some important issues in learning process: (1) integrating five characters building; (2) elaborating literacy skills and 21st century skills (4C); and (3) integrating High Order Thinking Skill. Not only applied in lower education, these rules can be adopted also in higher education, such as university. Based on the literacy awareness and 4C skills that have to be developed during learning process, this research is aimed at increasing students’ soft skills through integrated character building, literacy skills habit, and critical thinking awareness in academic writing class. By enrolling action research to gain the objectives and taking whole semester, this research works on increasing students’ autonomy and honesty in learning, literacy in reading through article journal comprehension, and critical thinking through article journal summarizing.

scholarly journals Teaching Teachers To Think: Reflective Journaling As A Strategy To Enhance Students Understanding And Practice Of Academic Writing

2010 ◽  
Vol 7 (12) ◽  
Author(s):  
Danielle Watson
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Learning Process ◽  
Writing Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Effective Strategy ◽  
Reflective Journaling ◽  
Reflective Journal ◽  
Factors Influencing

The value of reflective journaling as an effective strategy to enhance learning has been explored by several writers. Many see it as a way of approaching learning to enhance the understanding of factors influencing or hindering the learning process and the development of meaning through critical thinking skills. The underlying purpose of the study is to explore the possibility of introducing the reflective journal into the teaching of academic writing as a strategy to improve students’ understanding of the different expository methods employed as part of the writing process.

scholarly journals Consideraciones sobre la crononogía "Antigüedad-Medievo-Modernidad" de la historia "mundial"

2018 ◽  
pp. 243-258
Keyword(s):  
World History ◽  
Karl Jaspers ◽  
Palabras Clave ◽  
State History ◽  
The World ◽  
Ancient Times ◽  
Present Text

Resumen: En el presente texto reflexionamos sobre la cronología Antigüedad-Medievo-Modernidad impuesta a la historia mundial. Establecemos primero que la “Época Antigua” no es una etapa cronológica verdaderamente mundial y analizamos la inviabilidad de tomar la historia de los Estados para delimitar el inicio o el final de periodos mundiales. Luego abordamos la postura de Karl Jaspers para una periodización de la historia mundial y, basándonos en supropuesta, buscamos posibles tiempo-eje en la historia del continente americano en aras de una auténtica historia mundial. Por último deliberamos sobre algunos factores que hay considerar y otros que hay que eliminar para la creación de verdaderas cronologías mundiales. Palabras clave: Cronología, Historia Mundial, Eurocentrismo, Karl Jaspers, Época Antigua. Considerations on the chronology "Antiquity-Medieval-Modernity" of "world" history Abstract:In the present text we reflect about the Antiquity-Medieval-Modernity chronology imposed to the World History. First we establish that the “Ancient Era” is not a truly world period and we analyze the futility of taking a State history for delimiting the beginning and the end of world periods. Then we study the Karl Jaspers ́s posture for a World History chronology and, using his proposal, we search for some possible axis-time inside America ́s continental history seeking an authentic World History. Lastly we deliberate about some factors which we must consider and some we must put away in order to create true world chronologies. Keywords:Chronology, World History, Eurocentric, Karl Jaspers, Ancient Times.

scholarly journals PRE-SERVICE TEACHERS’ CONCEPTIONS AND COMPETENCES ON DIGITAL LITERACY IN AN EFL ACADEMIC WRITING SETTING

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Salim Nabhan
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Digital Literacy ◽  
Qualitative Data ◽  
Digital Culture ◽  
Information Communication ◽  
Safety Skills ◽  
Functional Skills ◽  
Online Safety

This case study seeks to examine pre-service teachers’ digital literacy conceptions in an EFL academic writing context. Despite the recent growth of research regarding general conceptions of digital literacy, little attention has been given to its conception focusing on EFL digital writing environment. To bridge the gap, this research offers a new perspective of the conception of digital literacy from the perspective of pre-service teachers in their academic writing setting. Also, the study aims to identify pre-service teachers’ competences concerning the predominant dimensions of digital literacy encompassing critical thinking, online safety skills, digital culture, collaboration and creativity, finding information, communication, and functional skills. This case study involved both quantitative and qualitative data taken from 107 pre-service teachers’ online questionnaires and one 5-member focus group discussion delivered to pre-service teachers taking Academic Writing subjects in English Language Education Department in an urban university in Indonesia. While thematic analysis was involved for qualitative data, the quantitative ones were analyzed using descriptive analyses. Emergent themes related to the conception of digital literacy in academic writing context included basic conception of digital literacy, competences related to digital literacy, awarness of the importance of digital literacy, and challenges of digital literacy. In general, the result of the study revealed that the pre-service teachers’ conceptions of digital literacy were principally associated with the narrow proficiency of utilizing online tools and technological devices and set aside a critical mindset. Further, in spite of the fact that most participating students were found to have lack of understanding of critical thinking and digital culture towards digital literacy, they appeared to possess the competencies of finding information, communication, and functional skills. Additionally, quantitative result of the pre-service teachers’ competences demonstrated that communication dimension was the highest of all with the mean value of 3.95, followed by online safety skills (3.87), finding information (3.79), critical thinking (3.77), functional skills (3.75), as well as collaboration and creativity (3.43). The lowest mean (3.40) belonged to digital culture dimension. The findings have important implications for developing digital literacy framework in an EFL academic writing.

Sign in / Sign up

Export Citation Format

Share Document