Advancing group epistemic practices in the resolution of interdisciplinary societal dilemmas

The present paper inquires whether a meticulous program designed to resolve Interdisciplinary Societal Dilemmas through dialogic argumentation advances epistemic practices. To delineate how practices are manifested in classroom discussions, we adopted the Actor-Network Theory (ANT), which explores interactions and agencies of human non-human actors. ANT analyses uncover power these actors exert on each other help recognize networks that create or dissolve. They also emerge shaped networks. We identified four discussions: (1) taking reasoned position, (2) integrating knowledge from different disciplines, (3) weighing pros cons before complex (4) role-playing democratic game. show type discourse developed was mostly argumentation. In addition, demonstrate teachers often inhibit advancements. Indeed, case teachers’ role is central, but emerged actors’ network non-dialogic. Moreover, shape as well formation agency. conclude that: (a) design activities for resolving interdisciplinary societal dilemmas provides many opportunities advancing practices, (b) advanced argumentation, (c) more efforts should be invested affording