| La investigación en argumentación y sus implicaciones en la formación inicial de profesores de ciencias PA Archila Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 2012 | 97 | 2012 |
| Using history and philosophy of science to promote students’ argumentation: A teaching–learning sequence based on the discovery of oxygen PA Archila Science & Education 24 (9), 1201-1226, 2015 | 50 | 2015 |
| Using drama to promote argumentation in science education: The case of “Should’ve” PA Archila Science & Education 26 (3), 345-375, 2017 | 46 | 2017 |
| La Argumentación y sus aportes a la enseñanza bilingüe de las ciencias PA Archila Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 10 (3), 406-423, 2013 | 46 | 2013 |
| Towards Covid-19 literacy PA Archila Science & Education 30 (4), 785–808, 2021 | 43 | 2021 |
| Using formative assessment to promote argumentation in a university bilingual science course PA Archila International Journal of Science Education 40 (13), 1669–1695, 2018 | 42 | 2018 |
| Using historical scientific controversies to promote undergraduates’ argumentation PA Archila Science & Education 29 (3), 647–671, 2020 | 32 | 2020 |
| Bilingual university science courses: a questionnaire on professors’ practices and espoused beliefs PA Archila International Journal of Bilingual Education and Bilingualism 23 (2), 132-152, 2020 | 30 | 2020 |
| Uso de conectores y vocabulario espontaneo en la argumentación escrita: aportes a la alfabetización científica PA Archila Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 2015 | 29 | 2015 |
| Fostering bilingual scientific writing through a systematic and purposeful code-switching pedagogical strategy PA Archila International Journal of Bilingual Education and Bilingualism 24 (6), 785–803, 2021 | 25 | 2021 |
| ¿Cómo formar profesores de ciencias que promuevan la argumentación?: Lo que sugieren avances actuales de investigación PA Archila Profesorado, Revista de Currículum y Formación de Profesorado, 2016 | 23 | 2016 |
| Using bilingual written argumentation to promote undergraduates’ bilingual scientific literacy: Socrative® as an immersive participation tool PA Archila International Journal of Bilingual Education and Bilingualism 24 (6), 868–891, 2021 | 22 | 2021 |
| La argumentación en la formación de profesores de química: relaciones con la comprensión de la historia de la química PA Archila Revista Científica 1 (18), 50-66, 2014 | 22 | 2014 |
| Providing Undergraduates with Opportunities to Explicitly Reflect on How News Articles Promote the Public (Mis)understanding of Science PA Archila Science & Education 30 (2), 267–291, 2021 | 21 | 2021 |
| Promoting undergraduates’ awareness of the importance of thinking critically about false or inaccurate scientific information presented in news articles PA Archila Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 16 (3), 27, 2019 | 21 | 2019 |
| Are science teachers prepared to promote argumentation? A case study with pre-service teachers in Bogotá city. PA Archila Asia-Pacific Forum on Science Learning & Teaching 15 (1), 2014 | 21 | 2014 |
| Evaluating Arguments from a Play about Ethics in Science: A Study with Medical Learners PA Archila Argumentation 32 (1), 53-76, 2018 | 19 | 2018 |
| La argumentación de profesores de Química en formación inicial (“Práctica Profesional Docente II”): un estudio de caso en Colombia PA Archila Enseñanza de las Ciencias 32 (3), 705-706, 2014 | 19 | 2014 |
| Fostering bilingual written scientific argumentation (BWSA) through collaborative learning (CL): evidence from a university bilingual science course PA Archila International Journal of Science Education 43 (1), 1–29, 2021 | 17 | 2021 |
| Bilingual Teaching Practices in University Science Courses: How Do Biology and Microbiology Students Perceive Them? PA Archila Journal of Language, Identity & Education 19 (3), 163-178, 2020 | 15 | 2020 |
