Reasoning up and down a Food Chain: Using an Assessment Framework to Investigate Students' Middle Knowledge.

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Cognitive foundations for science assessment design: Knowing what students know about evolution (2012, background): “…approaches, such as the analysis of causal language (diSessa, 1993), scoring the frequency of casual ‘‘chaining’’ (Russ et al., 2008), or evaluating explanations in the context of argumentative practices (Gotwals & Songer, 2010), may yield additional insights into student reasoning processes.”
Inference to the Best Explanation (IBE) Versus Explaining for the Best Inference (EBI) (2015, background): “One might also be concerned that the variety of explanatory paths students might take makes designing curricula difficult—again, we can lean on the LP literature on ‘‘messy middles’’ (Gotwals and Songer 2010) to try to draw some practical lessons.”
Supporting Kindergartners’ Science Talk in the Context of an Integrated Science and Disciplinary Literacy Curriculum (2017, methodology): “…students in productive disciplinary discussions, we modified a commonly used heuristic for supporting teachers and students in creating scientific explanations and arguments: the claims-evidence-reasoning (CER) framework (e.g., Gotwals & Songer, 2010; McNeill, Lizotte, Krajcik, & Marx, 2006).”