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Plagiarism vs. Pedagogy: Implications of Project-Based Learning Research for Teachers in the 21st Century
Abstract
Plagiarism research has demonstrated the prevalence of this practice as well as its relationship to various individual and contextual factors. This research has been conducted in traditional educational contexts emphasizing teacher authority and knowledge acquisition with limited student autonomy, voice and choice. In this chapter, the authors explore the possibility of changing the educational context in order to diminish plagiarism. Project-Based Learning (PBL) is suggested as a way not only to reduce plagiarism, but to also teach for deep understanding and promote students' acquisition of 21st Century Skills. PBL emphasizes building a team-centered learning culture, using authentic and creative projects presented to an audience, and changing classroom norms to encourage positive student behavior. We discuss the implications for the classroom roles of staff and students, and the need for preparing teachers to use PBL instructional methodologies in their classrooms.
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