Interdisciplinary perspective-taking within argumentation: students’ strategies across science and religious education

Abstract The importance of developing students’ argumentation skills is well established across the curriculum: students should grasp how claims are made and supported in different disciplines. One challenge to follow thereby agree with or critique arguments others, which requires perspective-taking, tracing these other reasons reasoning. This increased when disciplines construct perspective-taking differently. Here, we consider role within between science education pluralistic religious education, where former aims at justification scientific latter both an empathetic understanding religions worldviews, personal We interpretively analyze student data identify salient features strategies argumentation. Data from 324 pupils nine schools explored relation challenges for argumentation, use analysis shows some barriers range could hermeneutically build upon strategies. implications curriculum considered highlighting etic/emic shift, individual subject as them, reflections on this provides a fresh pedagogical perspective science/religions debate made. To end, conclude wider schooling university.