Teacher needs to reinvent himself or herself all the time, proposing activities in the classroom that enable students to build and reconstruct knowledge. Particularly in science, this knowledge is mediated through scientific models, often inaccessible to students’ understanding. For the comprehension of a chemical reaction, for example, the student is invited to imagine how the interactions between the particles would be, the atomic rearrangement, totally abstract thought and based on models, often expressed by visualizations, that need to be constantly constructed and reviewed by students. However, how to revise these abstract concepts? What strategies could be used? The answer to these questions is complex, but we would like to propose a reflection on the use of drawings, as a possibility, among so many existing ones.