["Journal of Research in Science Teaching, EarlyView. ", "\nABSTRACT\nThis article introduces a methodology for analyzing comics drawn by students in the context of a science inquiry. Within a pragmatist situated semiotic approach, comics created by the students in the context of a science inquiry are semiotic representations reflecting learning viewed as a sense‐making inferential process via the building of a network of signs. Moreover, comics are viewed as following the linguistic system of the Visual Narrative Grammar of sequential images which is used to access meaning in the comics. Synthesis of the above with a typology of the modes of reasoning based on Peirce's sign classification resulted in our methodology which provides the identification, characterization and classification of the modes of reasoning in the comics. Field research involved a series of 10 alternating lessons of physics and art (comics making) during all of which students of a secondary class drew comics on the physics topic of “forces and interactions.” The comics at the end of each lesson, photographed or photocopied, comprised the data corpus. We include an example of the methodology application on one student's comics on the topic of the difference between weight and mass. Results show that the methodology in use provides a nuanced analysis of the students' modes of reasoning in science inquiry, including abductive reasoning whose importance in school science is increasingly recognized.\n"]