Abstract
The debate about the inclusion of laboratory practicals in the school curriculum is continued in this paper which reports on fraudulent practice by students. One of the widely accepted goals of school laboratory practicals is to teach students about the nature of scientific inquiry. This paper reports how student disclosures of their actual practice in school laboratories is at odds with such a goal. We identify and define the student practice of “fudging” which involves faking, fabricating, or stealing data. Five types of fudging behaviour are described. The factors contributing to and the motivations for such behaviour are also identified.
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