Argumentation
The summary of the levels of argumentation reached per group of learners per concept cartoon
session (Table 1) might seem to suggest progression over the time as learners worked with the
concept cartoons and learning frames. However, overall the results were patchy (group 3 did
no better in activity four than they did in the initial activities and groups 4 and 5 showed decreasedability after initial improvements), the research design did not include matching possible
degree of difficulty or qualitative differences between the concept cartoons, the design
was not really capable of distinguishing other possible reasons for improvement, for example,
practice, and the sample of learners was limited.
ArgumentationThe summary of the levels of argumentation reached per group of learners per concept cartoonsession (Table 1) might seem to suggest progression over the time as learners worked with theconcept cartoons and learning frames. However, overall the results were patchy (group 3 didno better in activity four than they did in the initial activities and groups 4 and 5 showed decreasedability after initial improvements), the research design did not include matching possibledegree of difficulty or qualitative differences between the concept cartoons, the designwas not really capable of distinguishing other possible reasons for improvement, for example,practice, and the sample of learners was limited.
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