Fostering innovation and creativity is a priority in the science and education policy agenda of most countries, which have advocated that innovative minds and processes will boost scientific and economic growth. While our knowledge society has embraced this view, fostering creativity is among the major challenges faced by educators and policymakers. For example, plagiarism, which may be considered a form of imitation and repetition, is a global concern at schools and universities. However, most discussions focus on academic integrity, which, we believe, leaves some gaps in the approach to the problem. As part of an ongoing project on plagiarism, science and education policy, we show results from a survey sent to 143 high-school science teachers at one of the most highly regarded federal schools in Brazil. Among respondents (n=42), about 50% admit that students plagiarize in assignments. Additionally, many of these educators suggest that the way biology, chemistry and physics are taught at school stimulates more repetition than creativity. Our findings are consistent with the need for a broader perspective on plagiarism and with initiatives to stimulate creativity and critical thinking among students. Although we offer a perspective from Brazil, it may illuminate current discussions on plagiarism, particularly in emerging countries.

. The World Conferences were established as global forums for discussion of ideas, policies and empirical findings related to the responsible conduct of research. The Conferences aim to galvanise the global effort to strengthen the trustworthiness and reliability of research and encourage researchers worldwide to be accountable for their findings. Earlier conferences were held in Lisbon (2007), Singapore (2010) and Montréal (2010). The Rio conference attracted over 470 delegates from 42 countries, including leaders of research institutions and funding agencies, policy makers, editors and publishers, legal experts, researchers and graduate students. The theme of the conference was Research Rewards and Integrity: Improving Systems to Promote Responsible Research. These Proceedings contain the abstracts of the presentations given at the 4th World Conference in concurrent sessions, partner symposia, and poster sessions. Also included are summaries of the discussions in three focus tracks, which allowed delegates to consider and work on questions about the roles of funders, institutions, and countries in improving research systems and strengthening research integrity. Videos of the plenary presentations are available at the conference website (www.wcri2015.org). The 5 th World Conference will be held in Amsterdam, The Netherlands, May 28-31, 2017 (www.wcri2017.org). The University of Queensland (UQ) is one of the leading research-intensive universities in Australia. UQ first developed formal policy and procedure relating to responsible conduct of research in 2011. The ongoing practical application of the first iteration of these policies identified lack of clarity in procedure with challenges arising from unintended consequences. A significant case of research misconduct in 2013 was a catalyst to commission a comprehensive external review of policy, procedure and practice relevant to research integrity, ethics and compliance in line with the Australian Code for Responsible Conduct of Research (2007). This presentation will describe the comprehensive strategy arising from this review to improve our policies, our resources, our systems and to ensure the practice of responsible conduct of research sits at the heart of UQ. Additional funds have enabled us to increase the number and seniority of staff in the Research Integrity Office, to purchase a purpose built complaints management system and the Epigeum online Research Integrity training tool. With a team of experienced research leaders and other key staff we are revising our responsible research policies and developing an education and communication plan to ensure senior staff such as Executive Deans and Heads of Schools are confident in working collaboratively with the Research Integrity Office and that all staff understand their responsibilities under the Australian Code and university policy. We have appointed a team of 16 senior researchers to the roles of Research Integrity Advisors embedded within each Faculty and Institute as a first triage point for people wi...

The Brazilian Meeting on Research Integrity, Science and Publication Ethics (BRISPE) has been held every two years since 2010 in Brazil. The BRISPE has been the major forum for discussion of research integrity in the country. Although it is a national meeting, it has strengthened the role Brazilian science has played in international conversations on the responsible conduct of research. In 2010, the I BRISPE (www.ibrispe.coppe.ufrj.br) focused on research integrity issues related to research projects, to the submission and review process of manuscripts, and to authorship. In 2012, the II BRISPE (www.iibrispe.coppe.ufrj.br) addressed research integrity and leadership in science. The meeting looked at the country's responsibility to foster responsible research, considering its scientific leadership in Latin America. The meeting led to the publication of the Joint Statement on Research Integrity, (www.iibrispe.coppe.ufrj.br/ images/IIBRISPE/JoinStatement/JointStatementonResearchIntegrity_IIBRIS-PE_2012_English.pdf). In 2014, the III BRISPE (http://www.fapesp.br/8788) focused on institutional policies to foster research integrity initiatives at universities and research centers in Brazil. Locally, the III BRISPE was also a preparatory meeting for the 4 th World Conference on Research Integrity, which was held in Rio de Janeiro, in 2015 (www.wcri2015.org). In 2016, the IV BRISPE (www.brispe2016.org) drew upon the role of mentors, editors and funders to strengthen a research integrity culture in Brazilian science. The event was held at the Federal University of Goiás (UFG), November 17-18, 2016, with 260 participants. For this fourth edition of the meeting, there was a call for submissions for oral and poster sessions on research and education and on science policy. From 40 submissions, 34 were accepted. The Proceedings of the IV BRISPE contain the abstracts of oral and poster presentations of authors who agreed to have them published. The V BRISPE will be held in 2018.

RESUMO: Este estudo oferece uma perspectiva sobre o plágio no âmbito do ensino de ciências na educação básica. Os alunos pesquisados estão inseridos em uma instituição federal brasileira e os resultados são apresentados em diálogo com pesquisa anterior, com professores de ciências, na mesma instituição. Realizamos uma survey em 2016 com uma população de 427 estudantes da 3ª série do ensino médio, 29,6% do total de discentes nessa mesma série em todos os campi da instituição. Do total de 427 participantes, 98,1% responderam e nos permitiram oferecer um panorama sobre suas percepções e atitudes sobre o plágio na escola. Os resultados indicam, nessa população pesquisada, uma visão sobre o plágio talvez mais conservadora do que se esperaria para alunos do ensino médio. Além da pesquisa oferecer uma perspectiva sobre o problema na educação em ciências, faz uma provocação sobre a urgência de investigações sobre a prática de plágio na educação básica.