Mercè Garcia-Milà
Biographic Data
| ID | 1188515 |
|---|---|
| NAME | Mercè Garcia-Milà |
| GIVEN NAMES | Mercè |
| FAMILY NAME | Garcia-Milà |
| SIGNATURE | GARCIA-MILÀ M |
| AFFILIATIONS | Universitat de Barcelona |
| ORCID | 0000-0001-7628-7552 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Analyzing Dialogicity in Online and Face-to-Face Settings
This study examines the development of dialogicity in two distinct learning modalities—face-to-face and online—during a 10-session cultural literacy intervention involving 10th-grade high school students. Dialogicity refers to the quality of dialogue in terms of the degree to which student interactions promote sustained discussion and the co-construction of meanings. We analyzed and compared four sessions in each learning modality. The results in…
Measuring counterargumentation to fight fake news in secondary school pre-service teachers and students
The easily accessible anonymous misinformation in social networks makes critical thinking vital to identify weak evidence, fallacies, or misleading sources. To assess the credibility of information, reading comprehension seems to be key, together with the argumentative capacity. To argue well, we need dual-function argumentation, that is, arguing in support of the favored option and counterarguing against it. This study aimed to analyze secondary…
A comparison of three types of tasks during an intervention on cultural literacy and dialogicity
Detecting the factors affecting classroom dialogue quality
Despite the emphasis on dialogue and argumentation in educational settings, still not much is known about how best we can support learners in their interthinking, reasoning, and metadialogic understanding. The goal of this classroom intervention study is to explore the degree of students’ dialogicity and its possible increase during a learning programme implementing dialogic and argument-based teaching goals and principles. In particular, we focu…
Pre-service teachers’ knowledge, beliefs and predispositions to teach argumentation in their disciplines
Despite growing emphasis on learning to argue and arguing to learn as educational outcomes in the secondary curriculum, a gap remains between these curricular goals and teachers’ practices. The present study seeks to understand this gap by surveying 158 pre-service teachers about their knowledge, beliefs and predispositions related to argumentation and learning. Results reveal a strong, unanimous value for argumentation among pre-service teachers…
Adolescents’ reasoning to manage fake news
This study draws on literature on argumentation and critical thinking. Its main goal is to analyse teenagers’ critical thinking to manage scientific information in social networks. We analysed 95 ninth graders’ quality of argumentation on their degree of agreement and their degree of credibility of a fake news item. The design included a dependent variable (argumentative competence), two independent variables (degree of agreement, degree of credi…
Capturing deliberative argument
Coding empathy in dialogue
Empathy, broadly defined as the ability to experience another's emotions and perceptions, is one of the major attitudes and actions underpinning an individual's participation in dialogue across diversity. The goal of this methodological paper is to operationalize empathy as a discursive construct, manifested in children and adolescent dialogic interactions. A coding scheme is developed based on three distinct steps. First, a review of the operati…
The challenge of inclusive dialogic teaching in public secondary school
The challenge of creating more inclusive public schools addressing the needs of the 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as a dialogical process to be adopted and developed by teachers and students alike in any classroom. The idea of inclusive dialogic teaching is explained and operationalised in an inclusive dialogic curriculum focusing on cultural literacy learning dispositions. In this study, whic…
Arguing collaboratively
BACKGROUND: There is growing interest in using argumentative discourse in educational settings. However, in a previous study, we found that discourse goals (persuasion vs. consensus) while arguing can affect student outcomes in both content learning and reasoning. AIMS: In this study, we look at argumentative discourse data from a previous study to ask how differences in discourse might account for the differences we observed in learning and reas…
Pensar e “inscribir” mientras se investiga
Las inscripciones sobre el mundo a través de dibujos, notaciones, tablas, diagramas, etc. son una parte esencial de toda investigación científica (Latour y Woolgar, 1979). Latour define “inscripción” como medio a través del cual las propiedades del mundo pueden fijarse, lo que permitiría centrarse en aquellos aspectos esenciales para construir conocimiento. Por otro lado, la investigación científica tiene lugar mediante procesos que implican el p…
Emergent Notational Understanding
One of the most important goals in primary education is to guarantee literacy and numeracy, two crucial notational systems. Before schooling, children develop some fundamental knowledge on notations from which formal learning should depart. The literature has studied this knowledge, focusing on the development of notational production and interpretation, on the understanding of notational functions, and also on the development of the terminology …
Un entorno informático interactivo integrado en el currículum de ciencias y matemáticas de ESO
En el presente artículo se describe y justifica teóricamente una secuencia didáctica mediatizada por un entorno informático sobre el aprendizaje de la proporción. Los principios que han guiado el diseño del entorno son los siguientes: 1. Integrar la secuencia en el currículum de matemáticas. 2. Presentar los problemas por orden de dificultad creciente según el grado de progreso en la construcción psicológica de la proporción. 3. Ayudar a los alum…
The challenge of inclusive dialogic teaching in public secondary school
The challenge of creating more inclusive public schools addressing the needs of the 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as a dialogical process to be adopted and developed by teachers and students alike in any classroom. The idea of inclusive dialogic teaching is explained and operationalised in an inclusive dialogic curriculum focusing on cultural literacy learning dispositions. In this study, whic…
Coding empathy in dialogue
Empathy, broadly defined as the ability to experience another's emotions and perceptions, is one of the major attitudes and actions underpinning an individual's participation in dialogue across diversity. The goal of this methodological paper is to operationalize empathy as a discursive construct, manifested in children and adolescent dialogic interactions. A coding scheme is developed based on three distinct steps. First, a review of the operati…
Arguing collaboratively
BACKGROUND: There is growing interest in using argumentative discourse in educational settings. However, in a previous study, we found that discourse goals (persuasion vs. consensus) while arguing can affect student outcomes in both content learning and reasoning. AIMS: In this study, we look at argumentative discourse data from a previous study to ask how differences in discourse might account for the differences we observed in learning and reas…
Emergent Notational Understanding
One of the most important goals in primary education is to guarantee literacy and numeracy, two crucial notational systems. Before schooling, children develop some fundamental knowledge on notations from which formal learning should depart. The literature has studied this knowledge, focusing on the development of notational production and interpretation, on the understanding of notational functions, and also on the development of the terminology …
Un entorno informático interactivo integrado en el currículum de ciencias y matemáticas de ESO
En el presente artículo se describe y justifica teóricamente una secuencia didáctica mediatizada por un entorno informático sobre el aprendizaje de la proporción. Los principios que han guiado el diseño del entorno son los siguientes: 1. Integrar la secuencia en el currículum de matemáticas. 2. Presentar los problemas por orden de dificultad creciente según el grado de progreso en la construcción psicológica de la proporción. 3. Ayudar a los alum…
Emergent Notational Understanding
One of the most important goals in primary education is to guarantee literacy and numeracy, two crucial notational systems. Before schooling, children develop some fundamental knowledge on notations from which formal learning should depart. The literature has studied this knowledge, focusing on the development of notational production and interpretation, on the understanding of notational functions, and also on the development of the terminology …
Pensar e “inscribir” mientras se investiga
Las inscripciones sobre el mundo a través de dibujos, notaciones, tablas, diagramas, etc. son una parte esencial de toda investigación científica (Latour y Woolgar, 1979). Latour define “inscripción” como medio a través del cual las propiedades del mundo pueden fijarse, lo que permitiría centrarse en aquellos aspectos esenciales para construir conocimiento. Por otro lado, la investigación científica tiene lugar mediante procesos que implican el p…
Arguing collaboratively
BACKGROUND: There is growing interest in using argumentative discourse in educational settings. However, in a previous study, we found that discourse goals (persuasion vs. consensus) while arguing can affect student outcomes in both content learning and reasoning. AIMS: In this study, we look at argumentative discourse data from a previous study to ask how differences in discourse might account for the differences we observed in learning and reas…
The challenge of inclusive dialogic teaching in public secondary school
The challenge of creating more inclusive public schools addressing the needs of the 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as a dialogical process to be adopted and developed by teachers and students alike in any classroom. The idea of inclusive dialogic teaching is explained and operationalised in an inclusive dialogic curriculum focusing on cultural literacy learning dispositions. In this study, whic…
Adolescents’ reasoning to manage fake news
This study draws on literature on argumentation and critical thinking. Its main goal is to analyse teenagers’ critical thinking to manage scientific information in social networks. We analysed 95 ninth graders’ quality of argumentation on their degree of agreement and their degree of credibility of a fake news item. The design included a dependent variable (argumentative competence), two independent variables (degree of agreement, degree of credi…
Capturing deliberative argument
Coding empathy in dialogue
Empathy, broadly defined as the ability to experience another's emotions and perceptions, is one of the major attitudes and actions underpinning an individual's participation in dialogue across diversity. The goal of this methodological paper is to operationalize empathy as a discursive construct, manifested in children and adolescent dialogic interactions. A coding scheme is developed based on three distinct steps. First, a review of the operati…
Detecting the factors affecting classroom dialogue quality
Despite the emphasis on dialogue and argumentation in educational settings, still not much is known about how best we can support learners in their interthinking, reasoning, and metadialogic understanding. The goal of this classroom intervention study is to explore the degree of students’ dialogicity and its possible increase during a learning programme implementing dialogic and argument-based teaching goals and principles. In particular, we focu…
Pre-service teachers’ knowledge, beliefs and predispositions to teach argumentation in their disciplines
Despite growing emphasis on learning to argue and arguing to learn as educational outcomes in the secondary curriculum, a gap remains between these curricular goals and teachers’ practices. The present study seeks to understand this gap by surveying 158 pre-service teachers about their knowledge, beliefs and predispositions related to argumentation and learning. Results reveal a strong, unanimous value for argumentation among pre-service teachers…
A comparison of three types of tasks during an intervention on cultural literacy and dialogicity
Analyzing Dialogicity in Online and Face-to-Face Settings
This study examines the development of dialogicity in two distinct learning modalities—face-to-face and online—during a 10-session cultural literacy intervention involving 10th-grade high school students. Dialogicity refers to the quality of dialogue in terms of the degree to which student interactions promote sustained discussion and the co-construction of meanings. We analyzed and compared four sessions in each learning modality. The results in…
Measuring counterargumentation to fight fake news in secondary school pre-service teachers and students
The easily accessible anonymous misinformation in social networks makes critical thinking vital to identify weak evidence, fallacies, or misleading sources. To assess the credibility of information, reading comprehension seems to be key, together with the argumentative capacity. To argue well, we need dual-function argumentation, that is, arguing in support of the favored option and counterarguing against it. This study aimed to analyze secondary…
Psychology (9 works) · Education and Critical Thinking Development (7 works) · Epistemology (7 works) · Innovative Teaching and Learning Methods (7 works) · Argumentation theory (6 works) · Computer Science (6 works) · Mathematics education (6 works) · Pedagogy (6 works) · Educational Strategies and Epistemologies (5 works) · Linguistics (5 works)