There has been an increase in the number of studies about educational scenarios aimed at promoting argumentation. Special attention is given to scenarios involving case studies. In this article, we report on the application of an interrupted case study to develop argumentation skills supported by information and communication technologies. The case study solved by students in an undergraduate chemistry course addressed water resources contaminated by heavy metals and their effects on human health. The activities carried out led to the students preparing an oral presentation and arguing the resolution of the case, which was analyzed from an epistemic point of view. The case provided rich debates among students and stimulated participation in the activities. Students developed a strong argument in which theoretical claims were supported by experimental data in the form of visual representations.