ERIC Number: ED418959
Record Type: RIE
Publication Date: 1998-Apr-12
Reference Count: N/A
Bakhtinian Plagiarism in Group Interactions: From Negative Interdependence to a Semiotic Model of Constructive Learning.
Tochon, Francois Victor
This article shows the extent to which pupils borrow information from one another. In the course of classroom observations, learning in groups appeared to be polyphonic and was based upon the ideas of others. Learning through plagiarism, however, must be interpreted not as negative interdependence, but as a way for children to construct new meaning in the group situation. The observations were conducted in 33 elementary classes that used team learning. Group assessment differentiated results according to: (a) problem-solving strategies; (b) the types of interactions; and (c) declarative, procedural, and contextual knowledge. In-group plagiarism was noted in all 33 classes and inter-group plagiarism and the perceived quality and creativity of verbal production. Although plagiarism did not make a difference to declarative and procedural learning, it was linked to high levels of prior knowledge and enhanced past experiences in creative ways. (Contains 6 figures, 3 tables, and 77 references.) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Authoring Institution: N/A
Identifiers: Mikhail Bakhtin
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).