Nevertheless, what the limited data do suggest is that there is promise in using concept
cartoons in South African science classrooms to provoke argumentation and to stimulate
learners’ thinking, and they also suggest that linking these cartoons with writing frames to
scaffold learners’ thinking adds value. The findings of this intervention study also seem to
corroborate Shakespeare’s (2003) contention that argumentation is a process that takes time
and skilful and purposeful implementation by teachers if it is to be adopted and fully utilised
by learners. These inferences have implications for teachers and teacher development. Firstly,
teachers need a thorough understanding of what is required of authentic discussion and argumentation
and these approaches strengths and limitations before they can be expected to implement
the strategy in a meaningful way. Also, the fact that successful implementation of the
strategy takes time (Shakespeare, 2003) suggests that teachers will need a fair degree of support
in terms of a deeper understanding of the how the approach fits into their curricula (including
assessment strategies), and where they can find materials (concept cartoons) that they
can use in their classrooms.
Nevertheless, what the limited data do suggest is that there is promise in using concept
cartoons in South African science classrooms to provoke argumentation and to stimulate
learners’ thinking, and they also suggest that linking these cartoons with writing frames to
scaffold learners’ thinking adds value. The findings of this intervention study also seem to
corroborate Shakespeare’s (2003) contention that argumentation is a process that takes time
and skilful and purposeful implementation by teachers if it is to be adopted and fully utilised
by learners. These inferences have implications for teachers and teacher development. Firstly,
teachers need a thorough understanding of what is required of authentic discussion and argumentation
and these approaches strengths and limitations before they can be expected to implement
the strategy in a meaningful way. Also, the fact that successful implementation of the
strategy takes time (Shakespeare, 2003) suggests that teachers will need a fair degree of support
in terms of a deeper understanding of the how the approach fits into their curricula (including
assessment strategies), and where they can find materials (concept cartoons) that they
can use in their classrooms.
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