ArgLab  Outlab
Chrysi Rapanta
Investigadora Doutorada Contratada

Chrysi Rapanta é investigadora contratada pela Universidade NOVA de Lisboa, Faculdade de Ciências Sociais e Humanas. Tem um doutoramento em Ciências de Comunicação (Suíça, 2011) e dez anos de experiência em investigação e ensino de práticas dialógicas e argumentativas na sala de aula. O seu livro “Argumentation strategies in the classroom” (Vernon Press, 2019) é o seu manual pedagógico mais importante. Também tem publicado em revistas de maior impacto internacional, tais como: Review of Educational Research, British Journal of Educational Technologies, e International Journal of Educational Research. É a coordenadora local de três projetos Europeus, nomeadamente: (a) DIALLS: Dialogue and Argumentation for Cultural Literacy Learning in Schools (Horizon 2020 Research and Innovation Programme); (b) A-PLACE: Linking places through networked artistic practices (Creative Europe Programme); and (c) Vamos cuidar do planeta! (Active Citizens EU Programme).

Membro integrado
Especialização
literacia cultural; comunicação intercultural; ensino dialógico; argumentação como método pedagógico; escrita académica
Grupo de Investigação
Filosofia e Argumentação na Sociedade (PAIS)
e-mail

Orcid
Projetos de Investigação
+
a decorrer
2022–
ArgLab
Cidadania Ativa através do Diálogo em Comunidades de Ensino Virtuais
Cidadania Ativa através do Diálogo em Comunidades de Ensino Virtuais
Chrysi Rapanta
União Europeia – Programa Erasmus+
terminado
2019–2021
Outlab
Vamos cuidar do planeta!
Vamos cuidar do planeta!
Chrysi Rapanta
EEA Grants
terminado
2018–2021
ArgLab
Diálogo e Argumentação para a Aprendizagem da Literacia Cultural nas Escolas (DIALLS)
Diálogo e Argumentação para a Aprendizagem da Literacia Cultural nas...
Fabrizio Macagno
União Europeia – H2020-EU.3.6.3.2
terminado
2018–2022
ArgLab
Filosofia para Crianças e a Aurora da Intuição Moral: Valores e Razões na Racionalidade e Razoabilidade
Filosofia para Crianças e a Aurora da Intuição Moral: Valores...
Dina Mendonça
Fundação para a Ciência e a Tecnologia (FCT)
terminado
2018–2022
ArgLab
Metáforas baseadas em dados rigorosos pelo tratamento da diabetes
Metáforas baseadas em dados rigorosos pelo tratamento da diabetes
Fabrizio Macagno
Fundação para a Ciência e a Tecnologia (FCT)
terminado
2017–2019
ArgLab
Metáforas para a educação: um modelo pragmático-argumentativo de metáforas nas interações paciente-cuidador
Metáforas para a educação: um modelo pragmático-argumentativo de metáforas nas...
Maria Grazia Rossi
NOVA FCSH
terminado
2016–2018
ArgLab
IMPACTO: Melhorando as práticas educativas através do ensino em sala de aula baseado na argumentação
IMPACTO: Melhorando as práticas educativas através do ensino em sala...
Chrysi Rapanta
NOVA FCSH
terminado
2015–2019
ArgLab
Learning in Communities of Practice: an argumentative approach to educational praxis
Learning in Communities of Practice: an argumentative approach to educational...
Chrysi Rapanta
Bolsa Individual de Pós-Doutoramento da Fundação para a Ciência e a Tecnologia (FCT)
Publicações
+
livros
+
2021
ArgLab • livros
Escrita académica
Escrita académica
Chrysi Rapanta & Fabrizio Macagno
Lisboa: PACTOR.
2019
ArgLab • livros
Argumentation Strategies in the Classroom
Argumentation Strategies in the Classroom
Chrysi Rapanta
Vernon Press.
2019
ArgLab • livros
The logic of academic writing
The logic of academic writing
Chrysi Rapanta & Fabrizio Macagno
Nova Iorque: Wessex.
artigos em revistas científicas
+
2023
ArgLab • artigos em revistas científicas
ifilnova open acess
Authentic questions as prompts for productive and constructive sequences: A pragmatic approach to classroom dialogue and argumentation
Authentic questions as prompts for productive and constructive sequences: A pragmatic approach to classroom dialogue and argumentation
Chrysi Rapanta & Fabrizio Macagno
Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 11(3), A65-A87.
2023
ArgLab • artigos em revistas científicas
ifilnova open acess
Defining openness in teachers’ ‘open’ questions: A pragmatic approach
Defining openness in teachers’ ‘open’ questions: A pragmatic approach
Chrysi Rapanta
Pragmatics & Society.
2023
ArgLab • artigos em revistas científicas
ifilnova open acess
Introduction to the Special Issue “Boundaries between dialogic pedagogy and argumentation theory”
Introduction to the Special Issue “Boundaries between dialogic pedagogy and argumentation theory”
Chrysi Rapanta & Fabrizio Macagno
Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 11(3), A1-A6.
2023
ArgLab • artigos em revistas científicas
ifilnova open acess
Piaget, Vygotsky and young people’s argumentation: Sociocognitive aspects and challenges of reasoning “together” and “alone”
Piaget, Vygotsky and young people’s argumentation: Sociocognitive aspects and challenges of reasoning “together” and “alone”
Chrysi Rapanta
Learning, Culture and Social Interaction, 39, 100698.
2022
ArgLab • artigos em revistas científicas
ifilnova open acess
Coding empathy in dialogue
Coding empathy in dialogue
Fabrizio Macagno, Chrysi Rapanta, Elisabeth Mayweg-Paus & Mercè Garcia-Milà
Journal of Pragmatics, 192, 116-132.
2022
ArgLab • artigos em revistas científicas
ifilnova open acess
Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online
Dissolving the Dichotomies Between Online and Campus-Based Teaching: a Collective Response to The Manifesto for Teaching Online
Chrysi Rapanta et al.
Postdigital Science and Education, 4, 271–329.
2022
ArgLab • artigos em revistas científicas
ifilnova open acess
Douglas Walton’s contributions in education: a synthesis of theoretical and empirical research
Douglas Walton’s contributions in education: a synthesis of theoretical and empirical research
Chrysi Rapanta
Informal Logic, 42(1), 139-170.
2022
ArgLab • artigos em revistas científicas
ifilnova open acess
Walton’s types of argumentation dialogues as classroom discourse sequences
Walton’s types of argumentation dialogues as classroom discourse sequences
Andri Christodoulou & Chrysi Rapanta
Learning, Culture & Social Interaction, 36, 100352.
2021
ArgLab • artigos em revistas científicas
ifilnova open acess
“Argue with me”: A method for developing argument skills
“Argue with me”: A method for developing argument skills
Chrysi Rapanta & Kalypso Iordanou
Frontiers in Psychology, 12.
2021
ArgLab • artigos em revistas científicas
ifilnova open acess
Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education
Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education
Chrysi Rapanta, Lourdes Guàrdia, Luca Botturi, Marguerite Koole & Peter Goodyear
Postdigital Science and Education, 3(3), 715-742.
2021
ArgLab • artigos em revistas científicas
ifilnova open acess
Can teachers implement a student-centered dialogical argumentation method across the curriculum?
Can teachers implement a student-centered dialogical argumentation method across the curriculum?
Chrysi Rapanta
Teaching and Teacher Education, 105, 103404.
2021
ArgLab • artigos em revistas científicas
ifilnova open acess
Learning to argue through dialogue: A review of instructional approaches
Learning to argue through dialogue: A review of instructional approaches
Chrysi Rapanta & Mark K. Felton
Educational Psychology Review, 34(2), 477-509.
2021
ArgLab • artigos em revistas científicas
ifilnova open acess
Multicultural classroom discourse dataset on teachers’ and students’ dialogic empathy
Multicultural classroom discourse dataset on teachers’ and students’ dialogic empathy
Chrysi Rapanta, Fabrizio Macagno et al.
Data in Brief, 39, 107518.
2021
ArgLab • artigos em revistas científicas
ifilnova open acess
Preparing culturally literate citizens through dialogue and argumentation: rethinking citizenship education
Preparing culturally literate citizens through dialogue and argumentation: rethinking citizenship education
Chrysi Rapanta, Maria Vrikki & Maria Evagorou
Curriculum Journal, 32(3), 475-494.
2020
ArgLab • artigos em revistas científicas
ifilnova open acess
Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity
Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity
Chrysi Rapanta, Lourdes Guàrdia, Luca Botturi, Marguerite Koole & Peter Goodyear
Postdigital Science and Education, 2, 923-945.
2019
ArgLab • artigos em revistas científicas
ifilnova open acess
Argumentation as critically oriented pedagogical dialogue
Argumentation as critically oriented pedagogical dialogue
Chrysi Rapanta
Informal Logic, 39(1), 1-31.
2019
ArgLab • artigos em revistas científicas
ifilnova open acess
Evaluation and Promotion of Argumentative Reasoning Among University Students
Evaluation and Promotion of Argumentative Reasoning Among University Students
Chrysi Rapanta & Fabrizio Macagno
Revista Lusófona de Educação, 45(45), 125–142.
2019
ArgLab • artigos em revistas científicas
Mixed methods research in inquiry-based instruction: An integrative review
Mixed methods research in inquiry-based instruction: An integrative review
Chrysi Rapanta & Mark Felton
International Journal of Research & Method in Education, 42(3), 288-304.
2019
ArgLab • artigos em revistas científicas
ifilnova open acess
Pragmatics, education and argumentation: Introduction to the special issue
Pragmatics, education and argumentation: Introduction to the special issue
Chrysi Rapanta & Fabrizio Macagno
Learning, Culture and Social Interaction, 36, 100371.
2018
ArgLab • artigos em revistas científicas
Potentially argumentative teaching strategies – and how to empower them
Potentially argumentative teaching strategies – and how to empower them
Chrysi Rapanta
Journal of Philosophy of Education, 52(3), 451-464.
2018
ArgLab • artigos em revistas científicas
ifilnova open acess
Teaching as abductive reasoning. The role of argumentation
Teaching as abductive reasoning. The role of argumentation
Chrysi Rapanta
Informal Logic, 38(2), 293-311.
2017
ArgLab • artigos em revistas científicas
Mobile or Not? Assessing the Instructional Value of Mobile Learning
Mobile or Not? Assessing the Instructional Value of Mobile Learning
Catherine Nickerson, Chrysi Rapanta e Valerie Priscilla Goby
Business and Professional Communication Quarterly, 80(2), 137-153.
2017
ArgLab • artigos em revistas científicas
The LinkedIn endorsement game: Why and how professionals attribute skills to others
The LinkedIn endorsement game: Why and how professionals attribute skills to others
Chrysi Rapanta
Business and Professional Communication Quarterly, 80(4), 443-459.
2016
ArgLab • artigos em revistas científicas
ifilnova open acess
Argumentation Methods in Educational Contexts. Introduction to the Special Issue
Argumentation Methods in Educational Contexts. Introduction to the Special Issue
Chrysi Rapanta e Fabrizio Macagno
International Journal of Educational Research, 79, 142-149.
2016
ArgLab • artigos em revistas científicas
Identifying paralogisms in two ethnically different contexts at university level
Identifying paralogisms in two ethnically different contexts at university level
Chrysi Rapanta e Douglas Walton
Infancia y Aprendizaje: Journal for the Study of Education and Development, 39(1), 119-149.
2016
ArgLab • artigos em revistas científicas
ifilnova open acess
The use of argument maps as an assessment tool in higher education
The use of argument maps as an assessment tool in higher education
Chrysi Rapanta e Douglas Walton
International Journal of Educational Research, 79, 211-221.
2015
ArgLab • artigos em revistas científicas
Orientations to interpersonal arguing in the United Arab Emirates with comparisons to the United States, China and India
Orientations to interpersonal arguing in the United Arab Emirates with comparisons to the United States, China and India
Chrysi Rapanta e Dale Hample
Journal of Intercultural Communication Research, 44(4), 263-287.
2015
ArgLab • artigos em revistas científicas
Same but different: Perception of interpersonal arguing in two Arabic populations (UAE & Lebanon)
Same but different: Perception of interpersonal arguing in two Arabic populations (UAE & Lebanon)
Chrysi Rapanta e Dany Badran
Journal of Media Critiques, 1(2), 119-131.
artigos em atas de conferência
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2016
ArgLab • artigos em atas de conferência
Are you ready to collaborate? An adaptive measurement of students’ arguing skills before expecting them to learn together
Are you ready to collaborate? An adaptive measurement of students’ arguing skills before expecting them to learn together
Chrysi Rapanta
Proceedings of 11th European Conference on Technology Enhanced Learning, Lyon, France, 13-16 September 2016.
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