Knowledge is an essential part of the continuity of humanity. Access to science is through knowledge and vice versa. Children are mostly preoccupied with television, mainly with children's programs on television channels especially cartoons. Cartoons are produced in order to entertain children and to contribute to their development and maturation. Since access to knowledge is through science, it is important that cartoons contain scientific images. Through the presentation and interaction with science images, cartoons arouse children’s interest in science and contribute to their devotion to science. The aim of the present study is to determine if science images are included in cartoons and to what extent. The research is conducted in line with qualitative research method according to the case model. Whereas the population of the study is the cartoons broadcasted in the Turkish mass media, while determining the sampling method, purposive sampling has been preferred and thus currently broadcasted cartoons at TRT Cocuk (Turkish Radio and Television Children) channel, providing access to various cartoons from the same source, selected. Relevant data has been collected using " Form for Analyzing Scientific Image Presence in Cartoons” developed and applied by the researcher. The study has determined that the cartoons broadcasted include science images according to their thematic features.

Children today encounter English in various contexts, with cartoons serving as a particularly influential medium. Beyond their entertainment value, cartoons also promote incidental foreign language acquisition. This article presents the findings of a study involving 240 sixth-grade pupils from Slovenian primary schools. Employing a quantitative approach, the study utilised both a questionnaire and a knowledge test to explore the relationship between English cartoon viewing and incidental vocabulary acquisition. It examined the frequency of cartoon viewing, pupils’ attitudes towards English-language cartoons, and the impact of subtitles on vocabulary test performance. The results indicate that a higher frequency of cartoon viewing, positive attitudes towards English cartoons, and the use of English subtitles are significantly associated with enhanced English vocabulary knowledge. The findings underscore the educational value of English cartoons in supporting vocabulary development and highlight the potential of engaging multimedia content in fostering incidental vocabulary acquisition in both classroom settings and out-of-school contexts. Consequently, educators should incorporate cartoon-based materials to enhance vocabulary learning, introduce authentic language exposure, and provide multi-sensory experiences tailored to varying learner preferences and proficiency levels.