Drawings as Representations of Children's Conceptions

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What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, background): “Even very young students freely talk about their diagrams and drawings (e.g. Acher & Arcà, 2010; Brooks, 2009), thereby providing more detailed information and reducing the need for interpretation and elaboration that arises when using a single source of information (e.g. Ehrlén, 2009).”
Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics (2017, background): “…open-ended or free response questionnaires (Langley, Ronen, and Eylon 1997; Wittman 1998), word association (Maskill and Cachapuz 1989), drawings (Ehrlén 2009), multiple-choice tests (MCTs) (Beichner 1994; Hestenes, Wells, and Swackhamer 1992), and multiple-tier tests with two-tiers (Adadan and…”
‘Am I Like a Scientist?’: Primary children's images of doing science in school (2014, background): “During the interview, students were shown their drawings as platforms that offer something concrete for them to talk about (Ehrlén, 2008).”