Elementary Students' Views of Explanation, Argumentation, and Evidence, and Their Abilities to Construct Arguments over the School Year.

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The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation (2015, background): “These details of these components of argumentative sensemaking are what distinguish argumentation in science from argumentation in other domains (Berland & McNeill, 2010; McNeill, 2011).”
Guiding Explanation Construction by Children at the Entry Points of Learning Progressions. (2012, result): “Research by McNeill (2011) suggests another possible explanation for our fourth graders’ weakness in generating two pieces of evidence that supports their claim: that fourth graders do not recognize evidence as data.”