Jorge Molina
Biographic Data
| ID | 7189105 |
|---|---|
| NAME | Jorge Molina |
| GIVEN NAMES | Jorge |
| FAMILY NAME | Molina |
| SIGNATURE | MOLINA J |
| AFFILIATIONS | Universidad de los Andes |
| ORCID | 0000-0002-5885-0206 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Ethnography as a backdoor to critical tourism studies
Indigenous-based tourism can alleviate poverty, yet its socioecological trade-offs remain poorly understood. This ethnobiology study examines the Uro people of Lake Titicaca, historically marginalized fishers once confined to floating islands made of totora sedge, to illustrate how tourism reshaped their livelihoods and environments within a couple of generations. It reveals how the Uro strategically leveraged their Traditional Ecological Knowled…
What do university students think about hydraulic fracturing? A five-year survey study of fracking in Colombia
Supporting bilingual scientific argumentation through recorded oral feedback
While the world is beginning to recognize that rigid monolingual education formats (e.g. English medium instruction) limit student engagement, it is becoming increasingly clear that the development of flexible bi/multilingual practices is crucial for optimal science education. A fundamental goal of bilingual science education is to promote bilingual scientific literacy (BSL). Although bilingual scientific argumentation (BSA) is an essential aspec…
Critically Reading Science-Related Texts Produced by ChatGPT
STEM and Non-STEM Misconceptions About Evolution
Even though it is widely held that the theory of evolution is one of the pillars of the biological sciences, as we begin the third decade of the twenty-first century, it is alarming how little we know about science, technology, engineering, and mathematics (STEM) majors and non-STEM majors’ misconceptions about evolution in countries such as Brazil, Chile, Colombia, and Greece, to name a few. The situation is even more complicated if we acknowled…
Using the Controversy over Human Race to Introduce Students to the Identification and the Evaluation of Arguments
Enriching university students’ use of logical connectors (LCs) in bilingual written scientific argumentation (BWSA)
Bilingual scientific literacy (BSL) is one of the educational domains gaining prominence in twenty-first century societies. University bilingual science courses are legitimate and desirable scenarios for the promotion of bilingual written scientific argumentation (BWSA) as part of BSL. Recent studies indicate that the use of ‘logical connectors’ (LCs) or ‘linking words’ is a critical aspect of BWSA. The problem is that very little evidence is ava…
Using formal formative assessment (FFA) to promote undergraduates’ bilingual written scientific argumentation (BWSA)
As we begin the third decade of the twenty-first century, in countries where English is the second or foreign language, the goal of internationalization is causing a rise in university first language-English bilingual science courses. Even though bilingual written scientific argumentation (BWSA)—a twenty-first-century skill—is an essential aspect of bilingual scientific literacy (BSL), little is known about how to promote this skill in this type …
Students attending monolingual, bilingual, or trilingual schools at secondary level
In many higher education institutions in countries where English is the second or foreign language; English for Academic Purposes (EAP), English-medium instruction (EMI), Content and Language Integrated Learning (CLIL), and first language-English bilingual modules are attracting interest because of their potential to contribute to the internationalization of higher education. However, it is still not very clear whether students' monolingual, bili…
Fostering bilingual written scientific argumentation (BWSA) through collaborative learning (CL)
University bilingual science courses are on the rise because of the internationalisation of higher education. These courses are legitimate and desirable scenarios for the promotion of bilingual written scientific argumentation (BWSA) as part of bilingual scientific literacy. The problem is that very little evidence is available on how to foster university student BWSA in courses where the English (foreign language) level of the undergraduates is …
Providing Undergraduates with Opportunities to Explicitly Reflect on How News Articles Promote the Public (Mis)understanding of Science
Towards Covid-19 Literacy
Fostering bilingual scientific writing through a systematic and purposeful code-switching pedagogical strategy
English dominates as an international language for science and research. Consequently, this is the most widely used language in university bilingual (e.g. Spanish–English, Chinese–English, Swedish–English) science courses around the world. However, very little is known about how to foster bilingual scientific writing in these types of courses. This article describes the effect of a systematic and purposeful code-switching pedagogical strategy in …
Using bilingual written argumentation to promote undergraduates’ bilingual scientific literacy
A key goal of university bilingual science courses is to enrich undergraduates’ bilingual scientific literacy (BSL). However, very little is known about how to foster BSL. This study aimed to provide research evidence to explore the possibility that BSL can be promoted by using bilingual written argumentation when Socrative® is treated as an immersive participation tool. To test our hypothesis, we intervened a university Spanish–English bilingual…
Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation
Olas pulsantes en ríos canalizados de la región de La Paz
Écoulement ondulatoire dans des cours d'eau aménagés de la région de La Paz La formation spontanée de trains d'ondes est analysée dans les écoulements de crues de cours d'eau aménagés situés dans la zone urbaine de la ville de La Paz. Les vagues, déferlant à des vitesses pouvant atteindre 10 m s-1, provoquent des dégâts importants à la structure même des canaux et aux constructions situées à proximité. Il n'y a pas de vagues dans les tronçons non…
[Me dije]
[Bogotá lloviéndose gris]
No prominent works on this page.
[Me dije]
[Bogotá lloviéndose gris]
Olas pulsantes en ríos canalizados de la región de La Paz
Écoulement ondulatoire dans des cours d'eau aménagés de la région de La Paz La formation spontanée de trains d'ondes est analysée dans les écoulements de crues de cours d'eau aménagés situés dans la zone urbaine de la ville de La Paz. Les vagues, déferlant à des vitesses pouvant atteindre 10 m s-1, provoquent des dégâts importants à la structure même des canaux et aux constructions situées à proximité. Il n'y a pas de vagues dans les tronçons non…
Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation
Fostering bilingual written scientific argumentation (BWSA) through collaborative learning (CL)
University bilingual science courses are on the rise because of the internationalisation of higher education. These courses are legitimate and desirable scenarios for the promotion of bilingual written scientific argumentation (BWSA) as part of bilingual scientific literacy. The problem is that very little evidence is available on how to foster university student BWSA in courses where the English (foreign language) level of the undergraduates is …
Providing Undergraduates with Opportunities to Explicitly Reflect on How News Articles Promote the Public (Mis)understanding of Science
Towards Covid-19 Literacy
Fostering bilingual scientific writing through a systematic and purposeful code-switching pedagogical strategy
English dominates as an international language for science and research. Consequently, this is the most widely used language in university bilingual (e.g. Spanish–English, Chinese–English, Swedish–English) science courses around the world. However, very little is known about how to foster bilingual scientific writing in these types of courses. This article describes the effect of a systematic and purposeful code-switching pedagogical strategy in …
Using bilingual written argumentation to promote undergraduates’ bilingual scientific literacy
A key goal of university bilingual science courses is to enrich undergraduates’ bilingual scientific literacy (BSL). However, very little is known about how to foster BSL. This study aimed to provide research evidence to explore the possibility that BSL can be promoted by using bilingual written argumentation when Socrative® is treated as an immersive participation tool. To test our hypothesis, we intervened a university Spanish–English bilingual…
Using the Controversy over Human Race to Introduce Students to the Identification and the Evaluation of Arguments
Enriching university students’ use of logical connectors (LCs) in bilingual written scientific argumentation (BWSA)
Bilingual scientific literacy (BSL) is one of the educational domains gaining prominence in twenty-first century societies. University bilingual science courses are legitimate and desirable scenarios for the promotion of bilingual written scientific argumentation (BWSA) as part of BSL. Recent studies indicate that the use of ‘logical connectors’ (LCs) or ‘linking words’ is a critical aspect of BWSA. The problem is that very little evidence is ava…
Using formal formative assessment (FFA) to promote undergraduates’ bilingual written scientific argumentation (BWSA)
As we begin the third decade of the twenty-first century, in countries where English is the second or foreign language, the goal of internationalization is causing a rise in university first language-English bilingual science courses. Even though bilingual written scientific argumentation (BWSA)—a twenty-first-century skill—is an essential aspect of bilingual scientific literacy (BSL), little is known about how to promote this skill in this type …
Students attending monolingual, bilingual, or trilingual schools at secondary level
In many higher education institutions in countries where English is the second or foreign language; English for Academic Purposes (EAP), English-medium instruction (EMI), Content and Language Integrated Learning (CLIL), and first language-English bilingual modules are attracting interest because of their potential to contribute to the internationalization of higher education. However, it is still not very clear whether students' monolingual, bili…
STEM and Non-STEM Misconceptions About Evolution
Even though it is widely held that the theory of evolution is one of the pillars of the biological sciences, as we begin the third decade of the twenty-first century, it is alarming how little we know about science, technology, engineering, and mathematics (STEM) majors and non-STEM majors’ misconceptions about evolution in countries such as Brazil, Chile, Colombia, and Greece, to name a few. The situation is even more complicated if we acknowled…
Critically Reading Science-Related Texts Produced by ChatGPT
Ethnography as a backdoor to critical tourism studies
Indigenous-based tourism can alleviate poverty, yet its socioecological trade-offs remain poorly understood. This ethnobiology study examines the Uro people of Lake Titicaca, historically marginalized fishers once confined to floating islands made of totora sedge, to illustrate how tourism reshaped their livelihoods and environments within a couple of generations. It reveals how the Uro strategically leveraged their Traditional Ecological Knowled…
What do university students think about hydraulic fracturing? A five-year survey study of fracking in Colombia
Supporting bilingual scientific argumentation through recorded oral feedback
While the world is beginning to recognize that rigid monolingual education formats (e.g. English medium instruction) limit student engagement, it is becoming increasingly clear that the development of flexible bi/multilingual practices is crucial for optimal science education. A fundamental goal of bilingual science education is to promote bilingual scientific literacy (BSL). Although bilingual scientific argumentation (BSA) is an essential aspec…
Psychology (12 works) · Mathematics education (10 works) · Pedagogy (9 works) · Sociology (7 works) · Argumentation theory (6 works) · Linguistics (6 works) · Political science (6 works) · Science education (6 works) · Literacy (5 works) · Scientific Literacy (5 works)