Argumentation
This study investigated what two classes of 48 ninth-grade learners each were capable of
doing when presented with a number of concept cartoons and an argumentation writing frame
during their science lessons (Webb, Williams & Meiring, 2008). Concept cartoons consist of
simple drawings and minimal text which show characters arguing about everyday situations
(Naylor & Keogh, 2000). The belief is that the simplicity of the text and drawings makes them
accessible to learners who are not fluent in formal language and scientific terminology, and
that the various viewpoints displayed in the concept cartoons reinforce the idea that there may
be competing viewpoints that need to be debated. They also believe that this beginning point
of inquiry serves as motivation for learners to want to know more and that the visual presentations
both stimulate and legitimise their use of argumentation in the process of trying to know
more (Naylor & Keogh, 2000).