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Chapter 3

Interdisciplinarity and Argumentation in Chemistry Education

This chapter discusses the characterization of interdisciplinary learning, understood as the capacity to integrate knowledge and modes of thinking from two or more disciplines to produce a cognitive advancement in ways that would have been impossible or unlikely through single disciplinary means. The benefits and challenges for implementing interdisciplinary learning are also addressed, as well as its connection to argumentation. Furthermore, we present examples of interdisciplinary chemistry tasks set in real-life contexts that require participants’ engagement in a range of argumentation practices such as drawing evidence-based conclusions or evaluating arguments.

Publication details


Print publication date
15 Feb 2019
Copyright year
2019
Print ISBN
978-1-78801-212-6
PDF eISBN
978-1-78801-264-5
ePub eISBN
978-1-78801-579-0