Maria Merce Garcia-Mila Palaudarias

Maria Merce Garcia-Mila Palaudarias

Catedràtica d'Universitat

Àrea de coneixement : Psicologia Evolutiva i de l'Educació

Grup de Recerca:

Grup d'Innovació Docent en Psicologia del Desenvolupament

Informació de contacte
Departament de Cognició, Desenvolupament i Psicologia de l'Educació
Passeig de la Vall d'Hebron, 171
933125833
mgarciamila(a)ub.edu

Publicacions en revistes

Villarroel, C.; Felton, M.; Garcia-Mila, M. Arguing against confirmation bias: The effect of argumentative discourse goals on the use of disconfirming evidence in written argument. En International Journal Of Educational Research. 2016
Felton, M.; Garcia-Mila, M., Villarroel, C.; Gilabert, S. Arguing Collaboratively: Argumentative Discourse Types and their Potential for Knowledge Building. En British Journal of Educational Psychology. 2015 . https://doi.org/10.1111/bjep.12078
Garcia-Mila,M.; Pérez-Echeverría, M.P.; Postigo, Y.; Martí, E.; Villarroel, C.; Gabucio, F. Nuclear power plants? Yes or no? Thank you! The argumentative use of tables and graphs / ¿Centrales nucleares?, ¿si o no? ¡gracias! El uso argumentativo de tablas y gráficas. En Infancia y Aprendizaje. Volum 39 . Número 1. 2016 . https://doi.org/10.1080/02103702.2015.1111605
Garcia-Mila,M.; Martí, E.; Gilabert, S.; Castells, M. Fifth Through Eight Grade Students' Difficulties in Constructing Bar Graphs: Date Organisation, Data Aggregation, and Integration of a second Variable. En Mathematical Thinking and Learning. Volum 16. Número 3. 2014 . Repositori Institucional
Garcia-Mila, M.; Gilabert, S.; Erduran, S.; Felton, M. The effect of argumentative task goal on the quality of argumentative discourse. En Science Education. Volum 97. Número 4. 2013 . Repositori Institucional
Rapanta, C.; Garcia-Mila, M.; Gilabert, S. What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education. En Review of Educational Research. Volum 83. Número 4. 2013 . Repositori Institucional
Felton, M.; Crowell, A.; Garcia-Mila, M.; Villarroel, C. Capturing collaborative argument: An analytic scheme for coding deliberative dialogue. En Learning, Culture and Social Interaction. 2019
Miralda, A.; Garcia-Mila, M.; Fetlon, M. Concept of evidence and the quality of evidence-based reasoning in elementary students. En Topoi. An International Review of Philosophy . 2019 . https://doi.org/10.1007/s11245-019-09685-y
Villarroel, C.; Garcia-.Milà, M.; Felton, M.; Miralda, A. Effect of argumentative goals in the quality of argumentative dialogue and written argumentation / Efecto de la consigna argumentativa en la calidad del diálogo argumentativo y de la argumentación escrita. En Infancia y Aprendizaje. Volum 42. Número 1. 2019 . https://doi.org/10.1080/02103702.2018.1550162
Rapanta, C.; Garcia-Milà, M.; Remesal, A.; Gonçalves, C. The challenge of inclusive dialogic teaching in public secondary school. En Comunicar. Volum 29. Número 66. 2020 . Repositori Institucional
Garcia-Mila, M.; Miralda-Banda, A.; Luna, J.; Remesal, A.; Castells, N.; Gilabert, S. Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels. En Sustainability. Volum 13. Número 11. 2021 . Repositori Institucional
Garcia-Mila, M.; Felton, M.; Miralda-Banda, A.; Castells, N. Pre-service teachers' knowledge, beliefs and predispositions to teach argumentation in their disciplines. En Journal Of Education For Teaching. 2022 . https://doi.org/10.1080/0267476.2022.2150536

Projectes

La función epistémica de los sistemas externos de representación en el aprendizaje de las ciencias y las matemática (Ajuts a la Recerca) . 2010 - 2013 . Ref.SEJ2010-21995-C02/02EDUC . Dirección General de Investigación Científica y Técnica. Ministerio de Educación y Ciencia. . IP: Merce Garcia Mila . (9 Investigadors)
  • alfabetización gráfica
  • Notaciones
  • argumentació conversacional
Impacto de las Representaciones Externas en el Cambio Conceptual de los Alumnos (Plan Nacional I + D) . 2014 - 2016 . Ref.EDU2013-47593-C2-2-P . Dirección General de Investigación Científica y Técnica. Ministerio de Educación y Ciencia. . IP: Merce Garcia Mila . (12 Investigadors)
  • alfabetización gráfica
  • Notaciones
  • argumentació conversacional
Uso crítico de la información en estudiantes de secundaria: lectura y escritura de textos argumentativos (Ciencias de la Educación (EDUC)) . 2019 - 2021 . Ref.RTI2018-097289-B-I00 . Ministerio de Ciencia, Innovación y Universidades . IP: Nuria Castells Gomez; Maria Merce Garcia-Mila Palaudarias . (6 Investigadors)
  • Pensament critic
  • Metacognición
  • Educación secundaria
  • Argumentación
  • Lectura
DIalogue and Argumentation for cultural Literacy Learning in Schools DIALLS () . 2018 - 2021 . Comisión Europea . IP: Merce Garcia-Milà . (8 Investigadors) . DIALLS is a three year project with three objectives. First, it will develop an understanding of young people's cultural literacy in formal education through the teaching of dialogue and argumentation as a means to understand European identities and cultures. This will be achieved by the creation and implementation of a cultural literacy learning programme where students respond to and produce multimodal texts reflecting European heritages with the promotion of tolerance, inclusion and empathy as core cultural literacy dispositions. Second, the project will provide comprehensive guidance for the development of cultural literacy in schools through the creation and evaluation of a scale of progression for cultural literacy learning as manifested in students' interactions and produced artefacts. Finally, DIALLS will promote the emergence of young people's cultural identities in a student-authored manifesto for cultural literacy and a virtual gallery of their cultural artefacts. We will conduct analyses of students' class-based and online interactions, mapping the development of dialogue and argumentation skills to create an open access multilingual data corpus. Cross-comparative analyses of classrooms in seven countries will include analysis of gender, age, ethnicity and socio-economic factors. DIALLS is directly relevant to the call's work programme as it addresses the role of formal education in supporting the acquisition of the knowledge, skills and competences needed for effective intercultural dialogue and mutual understanding. The novelty of our proposal lies in the intersection of cultural literacy, multimodality, dialogue and argumentation, and through the use of face-to-face and online learning environments where students can share their perspectives as they make sense of Europe and its different cultures. Our innovative teaching and a

Tesis, tesines i treballs

Villarreal C . (2013) . Projecte de Tesi: Sesgo confirmatorio en el uso de evidencia para argumentar (Treball d'Investigació) . Universitat de Barcelona.
Mireia MArtos Rodríguez . (2014) . Efecto de la especialidad académica en el sesgo de confirmación (Treball de Grau) . Universitat de Barcelona.
Andrea Miralda-Banda . (2020) . Análisis del Desarrollo de la Competencia Argumentativa y Propuesta de Intervención en Educación Primaria (Tesi Doctoral) . Universitat de Barcelona.
Angela Garcia Llado . (2019) . Les representacions externes com a eina de construcció del model de 'força' al Grau de Mestre d'Educació Primària (Tesi Doctoral) . Universitat de Barcelona. http://hdl.handle.net/10803/672008
Constanza Villarroel Cáceres . (2018) . Sesgo Confirmatorio en el Uso de Evidencia para Argumentar en Futuros Profesores (Tesi Doctoral) . Universitat de Barcelona.