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This article presents the development, description, application, and discussion of an analytical framework to examine students’ drawings of scientific concepts and processes. Student-generated representation, particularly drawing, is increasingly emphasised as an important learning strategy to help students reason, explain, and demonstrate their scientific thinking and understanding. Although this strategy would require a greater need to understand what students are drawing, there are currently few frameworks that can support researchers and educators in analysing student-generated drawings. Based on the theory of social semiotics and an empirical data corpus of students’ drawings from two research projects, we developed an analytical framework to describe and categorise a broad range of ideas and relationships that students are representing through their drawings in physics and chemistry. The application …