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

Science & education, 2023-03, Vol.33 (5), p.1211-1229

2023

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

Online learning (Newburyport, Mass.), 2022-12, Vol.26 (4)

2022

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

International journal of science education, 2021-01, Vol.43 (1), p.1-29

2021

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Podcasting as a powerful tool for the promotion of bilingual scientific argumentation in a formative assessment environment

International journal of science education, 2024-04, Vol.46 (6), p.548-569

2024

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

International journal of bilingual education and bilingualism, 2021-07, Vol.24 (6), p.868-891

2021

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

International journal of bilingual education and bilingualism, 2021-07, Vol.24 (6), p.785-803

2021

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Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation

Science & education, 2020, Vol.29 (3), p.647-671

2020

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Drama as a Powerful Tool to Enrich Socio-scientific Argumentation

International journal of science and mathematics education, 2023-06, Vol.21 (5), p.1661-1683

2023

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

Research in science education (Australasian Science Education Research Association), 2020-10, Vol.50 (5), p.1917-1942

2020

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

Science & education, 2021-04, Vol.30 (2), p.267-291

2021

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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

Cultural studies of science education, 2021-03, Vol.16 (1), p.141-171

2021

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

International journal of bilingual education and bilingualism, 2022-10, Vol.25 (9), p.3137-3150

2022

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

Science & education, 2022, Vol.31 (4), p.861-892

2022

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

International journal of bilingual education and bilingualism, 2022-09, Vol.25 (8), p.3098-3111

2022

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

Journal of language, identity, and education, 2020-05, Vol.19 (3), p.163-178

2020

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

International journal of science education, 2018-09, Vol.40 (13), p.1669-1695

2018

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Towards Covid-19 Literacy: Investigating the Literacy Levels of University Students in Colombia

Science & education, 2021-08, Vol.30 (4), p.785-808

2021

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

International journal of bilingual education and bilingualism, 2022-05, Vol.25 (5), p.1569-1589

2022

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Beyond the Passive Absorption of Information: Engaging Students in the Critical Reading of Scientific Articles

Science & education, 2024-03

2024

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Using Drama to Enrich Students’ Argumentation About Genetically Modified Foods

Science & education, 2023-06, Vol.32 (3), p.635-668

2023

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

International journal of bilingual education and bilingualism, 2020-02, Vol.23 (2), p.132-152

2020

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

International journal of bilingual education and bilingualism, 2022-08, Vol.25 (7), p.2682-2698

2022

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Teacher Development for Bilingual Education in Colombia: Towards Teacher Empowerment

Estudios sobre educación : ESE, 2016-09, Vol.31, p.15-35

Truscott de Mejía, Anne-Marie

2016

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Student Perceptions of Bilingual Teaching Practices: Evidence from a Colombian University

Journal of language, identity, and education, 2024-05, p.1-18

2024

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

International journal of bilingual education and bilingualism, 2022-10, Vol.25 (9), p.3420-3435

2022

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

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

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

Podcasting as a powerful tool for the promotion of bilingual scientific argumentation in a formative assessment environment

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

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

Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation

Drama as a Powerful Tool to Enrich Socio-scientific Argumentation

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

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

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

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

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

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

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

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

Towards Covid-19 Literacy: Investigating the Literacy Levels of University Students in Colombia

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

Beyond the Passive Absorption of Information: Engaging Students in the Critical Reading of Scientific Articles

Using Drama to Enrich Students’ Argumentation About Genetically Modified Foods

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

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

Teacher Development for Bilingual Education in Colombia: Towards Teacher Empowerment

Student Perceptions of Bilingual Teaching Practices: Evidence from a Colombian University

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

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