Andrea Miralda-Banda
Biographic Data
| ID | 6724874 |
|---|---|
| NAME | Andrea Miralda-Banda |
| GIVEN NAMES | Andrea |
| FAMILY NAME | Miralda-Banda |
| SIGNATURE | MIRALDA-BANDA A |
| AFFILIATIONS | Universitat de Barcelona |
| ORCID | 0000-0002-2733-118X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
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…
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…
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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…
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…
Education and Critical Thinking Development (4 works) · Innovative Teaching and Learning Methods (4 works) · Mathematics education (4 works) · Psychology (4 works) · Argumentation theory (3 works) · Computer Science (3 works) · Educational Strategies and Epistemologies (3 works) · Epistemology (3 works) · Pedagogy (3 works) · Dialogic (2 works)