P. Archila

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Using History and Philosophy of Science to Promote Students’ Argumentation

P. Archila, 2015 .

Introducing Undergraduates to the Nature of Science Through the Co-construction of Evolutionary Trees Evidence from a University Biology Course

P. Archila, Jorge Molina, Anne-Marie Truscott de Mejía, 2018, Research in Science Education.

Using Drama to Promote Argumentation in Science Education

P. Archila, P. A. Archila, 2017 .

Argumentation in chemistry teacher training: relations with the understanding of the history of chemistry Argumento de química formação de professores: relações com a compreensão da história da química

P. Archila, P. A. Archila, 2013 .

Using formative assessment to promote argumentation in a university bilingual science course

P. Archila, Jorge Molina, Anne-Marie Truscott de Mejía, 2018, International Journal of Science Education.

Fostering bilingual written scientific argumentation (BWSA) through collaborative learning (CL): evidence from a university bilingual science course

P. Archila, Jorge Molina, Anne-Marie Truscott de Mejía, 2020, International Journal of Science Education.

Bilingual university science courses: a questionnaire on professors’ practices and espoused beliefs

P. Archila, Anne-Marie Truscott de Mejía, 2020 .

Using bilingual written argumentation to promote undergraduates’ bilingual scientific literacy: Socrative® as an immersive participation tool

P. Archila, Jorge Molina, Anne-Marie Truscott de Mejía, 2018, International Journal of Bilingual Education and Bilingualism.

Drama as a Powerful Tool to Enrich Socio-scientific Argumentation

Natasha I. Bloch, Silvia Restrepo, P. Archila, 2022, International journal of science and mathematics education.

Using formal and informal formative assessment to support bilingual argument mapping in university bilingual science courses

Silvia Restrepo, P. Archila, Anne-Marie Truscott de Mejía, 2022, International Journal of Bilingual Education and Bilingualism.

Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps

Silvia Restrepo, P. Archila, Anne-Marie Truscott de Mejía, 2022, International Journal of Science Education.

Using History and Philosophy of Science to Promote Students’ Argumentation

P. Archila, 2015, Science & Education.

Evolution and Creationism: Views of Students in a Colombian University—Findings from 7 Years of Data Using a Three-Question Survey

P. Archila, Jorge Molina, 2018, Research in Science Education.

Enriching university students’ use of logical connectors (LCs) in bilingual written scientific argumentation (BWSA)

P. Archila, Jorge Molina, Anne-Marie Truscott de Mejía, 2020, International Journal of Bilingual Education and Bilingualism.

Using a controversy about health, biology, and indigenous knowledge to promote undergraduates’ awareness of the importance of respecting the traditions and beliefs of indigenous communities: the case of paragonimiasis in Colombia

P. Archila, Jorge Molina, Anne-Marie Truscott de Mejía, 2020, Cultural Studies of Science Education.

Introducing Undergraduates to the Nature of Science Through the Co-construction of Evolutionary Trees Evidence from a University Biology Course

P. Archila, Jorge Molina, Anne-Marie Truscott de Mejía, 2018, Research in Science Education.

P. Archila, Jorge Molina, Anne-Marie Truscott de Mejía, 2020 .

Towards Covid-19 Literacy

Silvia Restrepo, G. Danies, P. Archila, 2021, Science & Education.

Using formal formative assessment (FFA) to promote undergraduates’ bilingual written scientific argumentation (BWSA)

Silvia Restrepo, G. Danies, P. Archila, 2022, International Journal of Bilingual Education and Bilingualism.

Instructor practices and espoused beliefs about bilingual courses: the case of a Colombian university

Silvia Restrepo, G. Danies, P. Archila, 2021, International Journal of Bilingual Education and Bilingualism.

Bilingual Teaching Practices in University Science Courses: How Do Biology and Microbiology Students Perceive Them?

P. Archila, Anne-Marie Truscott de Mejía, 2020, Journal of Language, Identity & Education.

Fostering bilingual scientific writing through a systematic and purposeful code-switching pedagogical strategy

P. Archila, Jorge Molina, Anne-Marie Truscott de Mejía, 2018, International Journal of Bilingual Education and Bilingualism.

Providing Undergraduates with Opportunities to Explicitly Reflect on How News Articles Promote the Public (Mis)understanding of Science

Silvia Restrepo, G. Danies, P. Archila, 2020, Science & Education.

Promoting undergraduates’ awareness of the importance of thinking critically about false or inaccurate scientific information presented in news articles

P. Archila, Jorge Molina, A. Mejía, 2019, Revista Eureka sobre enseñanza y divulgación de las ciencias..

Students attending monolingual, bilingual, or trilingual schools at secondary level: does it influence their academic performance in a university bilingual Biology module?

Silvia Restrepo, G. Danies, P. Archila, 2021, International Journal of Bilingual Education and Bilingualism.

Evolution and Creationism: Views of Students in a Colombian University—Findings from 7 Years of Data Using a Three-Question Survey

P. Archila, Jorge Molina, 2018, Research in Science Education.

Evaluating Arguments from a Play about Ethics in Science: A Study with Medical Learners

P. Archila, P. A. Archila, 2018 .

Using Drama to Promote Argumentation in Science Education

P. Archila, P. A. Archila, 2017, Science & Education.

Evaluating Arguments from a Play about Ethics in Science: A Study with Medical Learners

P. Archila, P. A. Archila, 2017, Argumentation.

Using the Controversy over Human Race to Introduce Students to the Identification and the Evaluation of Arguments

Silvia Restrepo, G. Danies, P. Archila, 2021, Science & Education.

Using Drama to Enrich Students’ Argumentation About Genetically Modified Foods

Silvia Restrepo, P. Archila, Anne-Marie Truscott de Mejía, 2022, Science & Education.

Drama as a Powerful Tool to Enrich Socio-scientific Argumentation

Natasha I. Bloch, Silvia Restrepo, P. Archila, 2022, International Journal of Science and Mathematics Education.

Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation

P. Archila, Jorge Molina, Anne-Marie Truscott de Mejía, 2020, Science & education.

STEM and Non-STEM Misconceptions About Evolution: Findings from 5 Years of Data

Silvia Restrepo, P. Archila, Jorge Molina, 2023, Science & education.

Online Verbal Argumentative Interaction (OVAI) in an Online Science Class During the Covid-19 Pandemic

Silvia Restrepo, P. Archila, Anne-Marie Truscott de Mejía, 2022, Online Learning.