This study examines current science texts and the concerns and objectives of Science-Technology-Society based courses. It indicates that they present the public image of the practising scientist (with inherent Mertonian values of Universalism, Communism, Disinterestedness, and organised skepticism) which is used to organise scientific concepts into a meaningful whole. An attempt was made to develop a chemistry text that was meaningful to all students, by organising concepts into a story form with non- Mertonian organisation. This approach evolved into a cartoon format with specific features. Two cartoon text items were tested at two schools. The trial involved a survey item on 103 students and audiotaped interviews with 20 students. The trial attempted to evaluate the cartoon as a student text, attitudes to issues content, and styles of resolving issues based conflicts. The results were interpreted by classifying the respondents into four categories of science likingness (A, B, C, D) on the basis of Year 11 subject choice, and favourite subject. It was assumed that the accommodation of Mertonian values by a group reflected the science likingness of the group. A value mode of cognitive style was developed from the basic hypothesis and assumptions regarding the extent of accommodation of Mertonian and Humanist norms as personal values. This mode seemed to account for variations in meaning generated for the various groups in response to both the standard and cartoon science text format.