The how's and why's of biological change: How learners neglect physical mechanisms in their search for meaning

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Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry‐based Learning Environments (2006, background): “A majority of middle school students in Abrams, Southerland, and Cummins (2001) were not able to provide a causal explanation to a why question about biological changes, and could not make a distinction between explanations that involve causal relationships in the changes and explanations that…”
Conceptual Change and Evolutionary Biology: A Developmental Analysis (2008, unknown): “…cause, such as a need-based or developmental change in response to environmental factors, seen also in other studies with these age-groups (e.g., Abrams et al., 2001; Brumby 1979; Deadman & Kelly, 1978; Southerland et al., 2001); presumably no-one taught them this, it is one that they inferred…”
Recognizing mechanistic reasoning in student scientific inquiry: A framework for discourse analysis developed from philosophy of science (2008, methodology): “In their study of students’ explanations for biological phenomena, Abrams et al. (2001) classified students as able to give causal explanations that were still “scientifically inappropriate” in that they failed to describe mechanisms for physical changes.”