Drawings have been a very powerful tool used to examine students' and teachers' understandings of the nature of matter.  Our previous research resulted in a rubric used to score nature of matter drawings.  We found that a novice/expert dichotomy did not provide a fine enough distinction to characterize all of our participants' drawings and understandings.  This research has examined the drawings of elementary students, middle school students, high school students, college students, and practicing elementary teachers.  Drawings and interviews were collected for the high school students, college students, and practicing teachers. Drawings and written explanations were collected from the upper elementary and middle school students. The rubric developed from previous studies was used to characterize and interpret their drawings. Trends across and between the groups will be discussed. Implications for student and teacher generated visual representations will be discussed.

From �toothpicklets� to molecules: Representations and understandings of the nature of matter

245th National Meeting (2013)

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