Over the past two decades nanoscience has grown into one of the most highly profiled interdisciplinary fields within science. Many Danish universities now have an education in nanoscience.  These educations focus on combining knowledge from physics, chemistry and (molecular) biology.

A lot of research has gone into explanations in physics (both classical and quantum physics) and biology. Recently there has also been some interest in explanations in chemistry. The literature indicates that even though there are many similarities in the way explanations are structures in these sciences, there are also differences.

In my project I will look further into some of these differences, and how these differences are handled (if at all) within nanoscience. Other studies have argued (Christiansen & Rump 2007) that if these differences are made explicit to the students in interdisciplinary educations, they will be more likely to merge their knowledge from the different fields. The outcome of this study is therefore not only interesting from a philosophical point of view, but could also be interesting from a didactical point of view.