In the present study, argumentation based concept cartoons for socioscientific issues (CCSSI) were designed for students enrolled in Science and Art Centers (SACs), and the results of the implementation were evaluated. The education design, which adopted the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, was implemented in three stages. In the first stage, a framework plan was developed for the socioscientific issues (SSI) to generate concept cartoons. For each SSI in the framework plan the probable decisions (positive and negative), informal reasoning modes, and argument components (such as claim, evidence, counter argument and rebuttal) were determined. In the second stage, for argumentation based SSI teaching, the concept cartoons were generated and expert opinions were obtained. In the third phase the following issues were accomplished: teachers working at a SAC attended an inservice training program, a learning group was established, concept cartoons were exhibited on school corridors and simultaneously dialogic discussions were held in class. To collect data a questionnaire, interview forms, a rubric, and an observation form were utilized. Qualitative data were analyzed by means of descriptive analysis. Findings revealed that the framework plan was functional but the CCSSI needed some improvements. Based on the experts??? recommendations, the CCSSI was revised and then implemented. Observations showed that the teachers achieved the expected criteria at various levels ranging from monologic to dialogic. Thus, it is recommended that further studies are needed to enrich in-class dialogic discussions for teachers and students. Moreover, it is suggested that the framework plan can be used in other disciplines and grades.