1. Abell, S. K., Anderson, G., & Chezem, J. (2000). Science as argument and explanation: Exploring concepts of sound in third grade. In J. Minstrell & E. H. Van Zee (Eds.), Inquiry into inquiry learning and teaching in science (pp. 100–119). Washington, DC: American Association for the Advancement of Science.
2. Alexopoulou, E., & Driver, R. (1996). Small-group discussion in physics: Peer interaction modes in pairs and fours. Journal of Research in Science Teaching, 33(10), 1099–1114.
3. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Psychological Association.
4. Andriessen, J., Baker, M., & Suthers, D. (2003). Argumentation, computer support, and the educational contexts of confronting cognitions. In J. Andriessen, M. Baker, & D. Suthers (Eds.), Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments (pp. 1–25). Dordrecht: Kluwer.
5. Berland, L., & Reiser, B. (2009). Making sense of argumentation and explanation. Science Education, 93(1), 26–55.