Anne-Marie Truscott de Mejía
Biographic Data
| ID | 8965379 |
|---|---|
| NAME | Anne-Marie Truscott de Mejía |
| GIVEN NAMES | Anne-Marie Truscott |
| FAMILY NAME | de Mejía |
| SIGNATURE | DE MEJÍA A T |
| AFFILIATIONS | Universidad de los Andes |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
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…
Beyond the Passive Absorption of Information
There is a consensus within the science education community that primary scientific literature is a legitimate and desirable educational resource. Moreover, critical reading of scientific articles is widely recognized as a key aspect of scientific literacy. However, university science courses rarely provide students with explicit opportunities to cultivate their critical reading skills. Much of the reason for this is that instructors tend to hold…
Critically Reading Science-Related Texts Produced by ChatGPT
Podcasting as a powerful tool for the promotion of bilingual scientific argumentation in a formative assessment environment
The internationalisation of higher education as well as the emergence of evidence for the claim that bi/multilingualism in science should be the norm, not just an option, are conditions that explain the rise in university bilingual science courses. Thus far, however, little is known about how to foster bilingual scientific argumentation in this type of course. The purpose of this study was to provide evidence that the creation of bilingual scient…
Using Drama to Enrich Students’ Argumentation About Genetically Modified Foods
Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps
Recent studies show that the exploration of ways to involve students in effective bi/multilingual science education is gaining attention at all educational levels. Introducing students to the construction of bilingual scientific argument maps – visual representations of scientific argument structure using two languages – contributes to the quality of bilingual science education as they are a key aspect of bilingual scientific literacy; however, v…
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…
Instructor practices and espoused beliefs about bilingual courses
Recent studies show that English as the medium of instruction seems impractical and ineffective in countries where English is the second or foreign language. The situation becomes even more complicated because of students’ resistance to an English-only format. In response to this, universities around the world also offer first language-English bilingual courses. Although bilingual courses are a legitimate opportunity to achieve internationalizati…
Using formal and informal formative assessment to support bilingual argument mapping in university bilingual science courses
The rise in university bilingual science courses is explained by a certain phenomenon, the internationalization of higher education. Bilingual Argument Mapping (BAM) – the ability to construct argument maps using two languages – is a key aspect of bilingual scientific literacy. An argument map is a visual representation of argument structure. The problem is that little is known about how to foster BAM in this type of course. The goal of this stud…
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
Bilingual university science courses
Bilingual practices in university science courses are on the rise because of the internationalization of higher education. However, little is known about bilingual science teaching practices (BTP) of professors and their beliefs about this type of practice. In this exploratory study, a questionnaire was designed, adapted and applied to explore the BTPs of professors and their espoused beliefs about bilingual practices in university science course…
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Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation
Bilingual university science courses
Bilingual practices in university science courses are on the rise because of the internationalization of higher education. However, little is known about bilingual science teaching practices (BTP) of professors and their beliefs about this type of practice. In this exploratory study, a questionnaire was designed, adapted and applied to explore the BTPs of professors and their espoused beliefs about bilingual practices in university science course…
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…
Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps
Recent studies show that the exploration of ways to involve students in effective bi/multilingual science education is gaining attention at all educational levels. Introducing students to the construction of bilingual scientific argument maps – visual representations of scientific argument structure using two languages – contributes to the quality of bilingual science education as they are a key aspect of bilingual scientific literacy; however, v…
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…
Instructor practices and espoused beliefs about bilingual courses
Recent studies show that English as the medium of instruction seems impractical and ineffective in countries where English is the second or foreign language. The situation becomes even more complicated because of students’ resistance to an English-only format. In response to this, universities around the world also offer first language-English bilingual courses. Although bilingual courses are a legitimate opportunity to achieve internationalizati…
Using formal and informal formative assessment to support bilingual argument mapping in university bilingual science courses
The rise in university bilingual science courses is explained by a certain phenomenon, the internationalization of higher education. Bilingual Argument Mapping (BAM) – the ability to construct argument maps using two languages – is a key aspect of bilingual scientific literacy. An argument map is a visual representation of argument structure. The problem is that little is known about how to foster BAM in this type of course. The goal of this stud…
Using Drama to Enrich Students’ Argumentation About Genetically Modified Foods
Podcasting as a powerful tool for the promotion of bilingual scientific argumentation in a formative assessment environment
The internationalisation of higher education as well as the emergence of evidence for the claim that bi/multilingualism in science should be the norm, not just an option, are conditions that explain the rise in university bilingual science courses. Thus far, however, little is known about how to foster bilingual scientific argumentation in this type of course. The purpose of this study was to provide evidence that the creation of bilingual scient…
Beyond the Passive Absorption of Information
There is a consensus within the science education community that primary scientific literature is a legitimate and desirable educational resource. Moreover, critical reading of scientific articles is widely recognized as a key aspect of scientific literacy. However, university science courses rarely provide students with explicit opportunities to cultivate their critical reading skills. Much of the reason for this is that instructors tend to hold…
Critically Reading Science-Related Texts Produced by ChatGPT
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 (18 works) · Mathematics education (16 works) · Pedagogy (15 works) · Science education (11 works) · Sociology (10 works) · Argumentation theory (9 works) · Linguistics (9 works) · Political science (9 works) · Second Language Learning and Teaching (9 works) · Scientific Literacy (8 works)