1. 'More is not necessarily better': curriculum materials support the impact of classroom argumentative dialogue in science teaching on content knowledge. Issue 3 (3rd July 2018) Authors: Larrain, Antonia; Howe, Christine; Freire, Paulina Journal: Research in science & technological education Issue: Volume 36:Issue 3(2018) Page Start: 282 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
2. Counter-Arguing During Curriculum-Supported Peer Interaction Facilitates Middle-School Students' Science Content Knowledge. Issue 4 (2nd October 2019) Authors: Larrain, Antonia; Freire, Paulina; López, Patricia; Grau, Valeska Journal: Cognition and instruction Issue: Volume 37:Issue 4(2019) Page Start: 453 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
3. Discursively constituted experience, or experience as reply: A rejoinder. (February 2013) Authors: Haye, Andrés; Larrain, Antonia Journal: Theory & psychology Issue: Volume 23:Number 1(2013) Page Start: 131 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
4. Productive failure and learning through argumentation: Building a bridge between two research traditions to understand the process of peer learning. Issue 4 (20th October 2022) Authors: Larrain, Antonia; Grau, Valeska; Barrera, María José; Freire, Paulina; López, Patricia; Verdugo, Sebastián; Gómez, Marisol; Ramírez, Francisca; Sánchez, Gabriel Journal: Journal of the learning sciences Issue: Volume 31:Issue 4/5(2022) Page Start: 673 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
5. Studying argumentation and education in South America: what has been advanced and what lies ahead. (2nd October 2022) Authors: Fortes, Gabriel; Guzmán, Valentina; Larrain, Antonia Journal: Argumentation and advocacy Issue: Volume 58:Number 3/4(2022) Page Start: 266 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
6. The development of a coding scheme to analyse argumentative utterances during group-work. (June 2020) Authors: Larrain, Antonia; Freire, Paulina; Strasser, Katherine; Grau, Valeska Journal: Thinking skills and creativity Issue: Volume 36(2020) Page Start: Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
7. The dialogical and political nature of emotions: A reading of Vygotsky's The Psychology of Art. (December 2020) Authors: Larrain, Antonia; Haye, Andrés Journal: Theory & psychology Issue: Volume 30:Number 6(2020:Dec.) Page Start: 800 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
8. The Effect of Peer‐Group Argumentative Dialogue on Delayed Gains in Scientific Content Knowledge. Issue 162 (29th October 2018) Authors: Larrain, Antonia; Freire, Paulina; Grau, Valeska; López, Patricia; Salvat, Ignacia; Silva, Maximiliano; Gastellu, Vicente Editors: Grau, Valeska; Whitebread, David Journal: New directions for child and adolescent development Issue: Issue 162(2018) Page Start: 67 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
9. The intertwined effect of collaborative argumentation and whole-class talk on the process of scientific concept learning: A case study. (September 2019) Authors: Larrain, Antonia; Freire, Paulina; Grau, Valeska; López, Patricia; Moran, Camila Journal: Learning, culture and social interaction Issue: Volume 22(2019) Page Start: Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗