Marta Minguela
Biographic Data
| ID | 5971675 |
|---|---|
| NAME | Marta Minguela |
| GIVEN NAMES | Marta |
| FAMILY NAME | Minguela |
| SIGNATURE | MINGUELA M |
| AFFILIATIONS | Hebron University |
| ORCID | 0000-0001-6216-253X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
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…
Modes of discourse and discourse strategies
A proposal for teaching how to formulate and answer critical questions in order to understand argumentative texts / Una propuesta para enseñar a formular y responder preguntas críticas para la compren…
The access to countless sources and diverse information on the same subject emphasizes the need for sound criteria to compare, analyse and critically assess the vast amount of data available. This article presents an educational programme aimed to teach students how to formulate and use critical questions to assess conflicting information from multiple argumentative news. The programme comprised five sessions and was implemented with third-year s…
Facilitators' specific discourse strategies to construct socio-emotional dynamics promoting collaboration and dialogue in teachers’ professional development
Collaboration among teachers and a dialogical orientation are key features of effective professional development (PD). For this orientation to appear, safe socio-emotional dynamics need to be built. An observational study, using a descriptive system of data analysis, was carried out to identify the specific discourse strategies that an expert facilitator used to promote socio-emotional dynamics during a one-year PD process. We identified nine fac…
Learning through reading and writing tasks in higher education
The objective of this study was to identify and characterize the reading and writing tasks that university students perform to learn, taking into account the discipline (sciences vs humanities) and the support used (printed vs digital). Four hundred and four students completed an online questionnaire that included 13 tasks which involved reading-writing to learn the contents of the subject. The tasks varied according to their level of complexity,…
Assisting teacher collaborative discourse in professional development
Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts
Studies have shown that inferential questions encourage a more in‐depth understanding of texts and that students need to learn appropriate strategies for answering them, particularly when they deal with multiple texts. In this experimental study, the authors aimed to improve eighth‐grade students’ (13‐ to 14‐years old) ability to answer intra‐ and intertextual inferential questions when they read one or multiple complementary texts. The intervent…
Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts
Studies have shown that inferential questions encourage a more in‐depth understanding of texts and that students need to learn appropriate strategies for answering them, particularly when they deal with multiple texts. In this experimental study, the authors aimed to improve eighth‐grade students’ (13‐ to 14‐years old) ability to answer intra‐ and intertextual inferential questions when they read one or multiple complementary texts. The intervent…
Facilitators' specific discourse strategies to construct socio-emotional dynamics promoting collaboration and dialogue in teachers’ professional development
Collaboration among teachers and a dialogical orientation are key features of effective professional development (PD). For this orientation to appear, safe socio-emotional dynamics need to be built. An observational study, using a descriptive system of data analysis, was carried out to identify the specific discourse strategies that an expert facilitator used to promote socio-emotional dynamics during a one-year PD process. We identified nine fac…
Assisting teacher collaborative discourse in professional development
Learning through reading and writing tasks in higher education
The objective of this study was to identify and characterize the reading and writing tasks that university students perform to learn, taking into account the discipline (sciences vs humanities) and the support used (printed vs digital). Four hundred and four students completed an online questionnaire that included 13 tasks which involved reading-writing to learn the contents of the subject. The tasks varied according to their level of complexity,…
Assisting teacher collaborative discourse in professional development
Improving Questioning–Answering Strategies in Learning from Multiple Complementary Texts
Studies have shown that inferential questions encourage a more in‐depth understanding of texts and that students need to learn appropriate strategies for answering them, particularly when they deal with multiple texts. In this experimental study, the authors aimed to improve eighth‐grade students’ (13‐ to 14‐years old) ability to answer intra‐ and intertextual inferential questions when they read one or multiple complementary texts. The intervent…
Facilitators' specific discourse strategies to construct socio-emotional dynamics promoting collaboration and dialogue in teachers’ professional development
Collaboration among teachers and a dialogical orientation are key features of effective professional development (PD). For this orientation to appear, safe socio-emotional dynamics need to be built. An observational study, using a descriptive system of data analysis, was carried out to identify the specific discourse strategies that an expert facilitator used to promote socio-emotional dynamics during a one-year PD process. We identified nine fac…
A proposal for teaching how to formulate and answer critical questions in order to understand argumentative texts / Una propuesta para enseñar a formular y responder preguntas críticas para la compren…
The access to countless sources and diverse information on the same subject emphasizes the need for sound criteria to compare, analyse and critically assess the vast amount of data available. This article presents an educational programme aimed to teach students how to formulate and use critical questions to assess conflicting information from multiple argumentative news. The programme comprised five sessions and was implemented with third-year s…
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…
Modes of discourse and discourse strategies
Computer Science (4 works) · Pedagogy (4 works) · Psychology (4 works) · Discourse analysis (3 works) · Educational and Psychological Assessments (3 works) · Linguistics (3 works) · Mathematics education (3 works) · Professional development (3 works) · Argumentative (2 works) · Collaborative Teaching and Inclusion (2 works)