Vasconcelos, A., Freires, L., Loureto, G., Fortes, G., et al. (2023).
Advancing school dropout early warning system: The IAFREE relational model for identifying at-risk students. Frontiers in Psychology, 14, Article 1189283.
https://doi.org/10.3389/fpsyg.2023.1189283
Fortes, G., & Brasi, L. (2023). The natural tendency for wide and careful listening: Exploring the relationship between open-mindedness and psychological science. Integrative Psychological and Behavioral Science, 57(4), 1312–1330. https://doi.org/10.1007/s12124-023-09774-z
Silva, L., Mendes, A., Gomes, A., & Fortes, G. (2023). Fostering regulatory processes using computational scaffolding. International Journal of Computer-Supported Collaborative Learning, 18, 67–100. https://doi.org/10.1007/s11412-023-09388-y
Fortes, G., Guzmán, V., & Larrain, A. (2022). Studying argumentation and education in South America: what has been advanced and what lies ahead. Argumentation and Advocacy, 1-15.
Larrain, A., Gómez, M., Calderón, M., de Macedo, G. F., Ramírez, F., Guzmán, V., & Cofré, H. (2022). Descripción del conocimiento pedagógico del contenido de la argumentación en docentes que enseñan ciencias naturales en educación pública en Chile. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 19(1). https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2022.v19.i1.1602
Silva, N., & Fortes, G. (2022). Formação crítico-reflexiva nos estágios em psicologia no Brasil: Uma revisão de literatura narrativa. Revista Sul Americana de Psicología, 10(1), 23–46.
https://doi.org/10.29344/2318650X.1.3104
Fortes, G., Larrain, A., & Guzmán, V. (2022). Studying argumentation in education in South America: What has been advanced and what lies ahead. Argumentation & Advocacy, 58(3–4), 266–280. https://doi.org/10.1080/10511431.2022.2138174
Silva, L., Mendes, A. J., Gomes, A., & Fortes, G. (2022). Investigating programming students’ problem comprehension ability and its association with learning performance. IEEE Transactions on Education, 66(2), 156–162. https://doi.org/10.1109/TE.2022.3204906
Larrain, A., Fortes, G., & Rojas, M. T. (2021). Deliberative teaching as an emergent field: The challenge of articulating diverse research agendas to promote educational experiences for citizenship. Frontiers in Psychology, 12, Article 660825.
https://doi.org/10.3389/fpsyg.2021.660825
Silva, L., Mendes, A., Gomes, A., Fortes, G., Lam, C. T., & Chan, C. (2021). Exploring the association between self-regulation of learning and programming learning: A multinational investigation. En Proceedings of the IEEE Frontiers in Education Conference (FIE).
https://doi.org/10.1109/FIE49875.2021.963743
Capítulos de Libro
Fortes, G., Vasconcelos, A., & Vasconcelos, P. (2023). Injustiça epistêmica como violência simbólica na interação com crianças na educação e na saúde. En Violências contra crianças e adolescentes: espaços de prevenção e intervenção na assistência social, educação e saúde (capítulo de libro).
Fortes, G. (2022). Abduction. En The Palgrave Encyclopedia of the Possible. Palgrave Macmillan.
Libros
Silva, L., & Fortes, G. (2022). Aprenda a programar com Python: Descomplicando o desenvolvimento de software. Editorial Casa do Código.