ABSTRACT
The development of meaningful learning experiences that foster deeper consilience among STEM disciplines and utilize evidence-based reasoning (EBR) to solve design problems is a major goal of integrated STEM education. EBR within the construct of argumentation in STEM has been studied extensively. However, there are interdisciplinary distinctions in argumentation. We need to consider how various disciplines or communities of practice understand and implement argumentation. We provide an overview of argumentation enacted in various STEM disciplines, a perspective on integrated STEM, and a model for using argumentation in integrated STEM.
