Argumentation within societal contexts in chemistry education

In this chapter, we discuss socioscientific issues-based education and the role that argumentation plays within this in the context of chemistry education with two particular aims in mind; the first is to discuss the importance of formulating and developing socioscientific reasoning, and the second is the consideration of the engagement of young people with active citizenship as part of science education in general and chemistry education in particular. We present a pedagogical approach, socioscientific inquiry-based learning (SSIBL), which incorporates socioscientific reasoning and citizenship education within a wider framework of responsible research and innovation and discuss how the SSIBL framework and the concept of ‘Green and Sustainable Chemistry’ could be used to engage students in socioscientific argumentation within chemistry education