1. Andrews, R. (2015). Critical thinking and/or argumentation in higher education. In M. Davies & R. Barnett (Eds.), The Palgrave handbook of critical thinking in higher education (pp. 729–780). Palgrave Macmillan.
2. Andreychik, M. R., & Gill, M. J. (2015). Do natural kind beliefs about social groups contribute to prejudice? Distinguishing bio-somatic essentialism from bio-behavioral essentialism, and both of these from entitativity. Group Processes & Intergroup Relations, 18(4), 454–474.
3. Archila, P. A. (2014a). Comment enseigner et apprendre chimie par l’argumentation? Éditions Universitaires Européennes.
4. Archila, P. A. (2014b). Are science teachers prepared to promote argumentation? A case study with pre–service teachers in Bogotá city. Asia-Pacific Forum on Science Learning and Teaching, 15(1), 1–21.
5. Archila, P. A. (2015a). Using history and philosophy of science to promote students’ argumentation. A teaching-learning sequence based on the discovery of oxygen. Science & Education, 24(9), 1201–1226.