The Effects of Writing-to-Learn Activities on Elementary Students' Conceptual Understanding: Learning about Force and Motion through Writing to Older Peers.

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Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, background): “In expanding this discussion, Chen et al. (2013) added another critical cognitive function to this process: audience awareness.”
Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “Most previous studies have focused on upper elementary (e.g., Chen et al. 2013; Benus 2011), middle school (e.g., Chin 2007; Kawalkar and Vijapurkar 2013), high school (e.g., McNeill and Pimentel 2010; Osborne et al. 2013; Scott et al. 2006), and college students (e.g., Kelly and Takao 2002; Tsai…”