| Argumentation theory in education studies: Coding and improving students’ argumentative strategies F Macagno, E Mayweg-Paus, D Kuhn Topoi 34, 523-537, 2015 | 53 | 2015 |
| Developing argumentation strategies in electronic dialogs: Is modeling effective? E Mayweg-Paus, F Macagno, D Kuhn Discourse Processes 53 (4), 280-297, 2016 | 52 | 2016 |
| Learning through online peer discourse: Structural equation modeling points to the role of discourse activities in individual understanding E Paus, CS Werner, R Jucks Computers & Education 58 (4), 1127-1137, 2012 | 49 | 2012 |
| Conflicting evidence or conflicting opinions? Two-sided expert discussions contribute to experts’ trustworthiness E Mayweg-Paus, R Jucks Journal of Language and Social Psychology 37 (2), 203-223, 2018 | 44 | 2018 |
| “Probably true” says the expert: how two types of lexical hedges influence students’ evaluation of scientificness M Thiebach, E Mayweg-Paus, R Jucks European journal of psychology of education 30, 369-384, 2015 | 39 | 2015 |
| Different words for the same concept: Learning collaboratively from multiple documents R Jucks, E Paus Cognition and Instruction 31 (2), 227-254, 2013 | 37 | 2013 |
| Patients’ medical knowledge and health counseling: What kind of information helps to make communication patient-centered? R Jucks, E Paus, R Bromme Patient education and counseling 88 (2), 177-183, 2012 | 35 | 2012 |
| Let me critically question this!–Insights from a training study on the role of questioning on argumentative discourse E Mayweg-Paus, M Thiebach, R Jucks International Journal of Educational Research 79, 195-210, 2016 | 31 | 2016 |
| How can innovative teaching be taught? Insights from higher education JH Hellmann, E Paus, R Jucks Psychology Learning & Teaching 13 (1), 43-51, 2014 | 30 | 2014 |
| What makes a word difficult? Insights into the mental representation of technical terms R Jucks, E Paus Metacognition and Learning 7, 91-111, 2012 | 30 | 2012 |
| How dialogic settings influence evidence use in adolescent students E Mayweg-Paus, F Macagno Zeitschrift für pädagogische Psychologie, 2016 | 25 | 2016 |
| Constraints and affordances of online engagement with scientific information—A literature review F Hendriks, E Mayweg-Paus, M Felton, K Iordanou, R Jucks, ... Frontiers in Psychology 11, 572744, 2020 | 23 | 2020 |
| Better to agree or disagree? The role of critical questioning and elaboration in argumentative discourse M Thiebach, E Mayweg-Paus, R Jucks Zeitschrift für Pädagogische Psychologie, 2016 | 21 | 2016 |
| Evident or doubtful? How lexical hints in written information influence laypersons’ understanding of influenza E Mayweg-Paus, R Jucks Psychology, health & medicine 20 (8), 989-996, 2015 | 21 | 2015 |
| A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation E Mayweg-Paus, M Zimmermann, NT Le, N Pinkwart Education and Information Technologies 26 (2), 2053-2089, 2021 | 20 | 2021 |
| Reflexives Schreiben als Seminarkonzept in den Lehramtsstudiengängen E Paus, R Jucks Zeitschrift für Hochschulentwicklung, 2013 | 19 | 2013 |
| Common ground? How the encoding of specialist vocabulary affects peer-to-peer online discourse E Paus, R Jucks Discourse Processes 49 (7), 565-598, 2012 | 18 | 2012 |
| Digital studying in times of COVID-19: teacher-and student-related aspects of learning success in german higher education O Engel, LM Zimmer, M Lörz, E Mayweg-Paus International journal of educational technology in higher education 20 (1), 12, 2023 | 17 | 2023 |
| Coding empathy in dialogue F Macagno, C Rapanta, E Mayweg-Paus, M Garcia-Mila Journal of Pragmatics 192, 116-132, 2022 | 14 | 2022 |
| The role of collaborative argumentation in future teachers' selection of online information M Zimmermann, E Mayweg-Paus Zeitschrift für Pädagogische Psychologie, 2021 | 13 | 2021 |
