Concept cartoons and writing frames: Developing argumentation in South African science classrooms?

Abstract

This study investigated what two classes of 9th grade South African learners were capable of doing when introduced to, and presented with, a number of concept cartoons and an argumentation writing frame during their science lessons. A modified five-point Toulmin's Argumentation Programme (TAP) instrument was used to assess the levels of argumentation produced in six groups of eight grade nine learners each for the duration of the research (eight weeks). An initial investigation was conducted to determine what forms of argumentation, if any, took place amongst them before the notion and purposes of concept cartoons, the writing frame and argumentation were explained and made explicit. The findings of the initial investigation revealed that very little classroom talk took place and, when it did, was only at the lowest level of the five-point argumentation scale used as the assessment tool in this study. After an explanation of what was expected, and clarification of how to use the cartoons and writing frame to stimulate and record argumentation, the children were presented with three other concept cartoons over a period of six weeks. The limited data generated suggest that there is promise in using concept cartoons in terms of provoking argumentation and stimulating learners' thinking. These data also suggest that linking these cartoons with writing frames to scaffold learners' thinking added value to the process in a number of cases