In this chapter, we present the tendency to focus science teaching in the classroom as a descriptive accumulation of phenomena, and how to move toward more discursive practices that recognize elaboration processes and a socially contextualized vision of science. From a vision where science is imagined and drawn as part of human activity, we promote drawing as a school scientific activity, recovering places from the history of science (1852–1934). Finally, we collect different experiences that highlight drawing in the classroom to represent science, science reasoning, and verbal and visual communication, improving participation by shaping student ideas toward the visual organization of their knowledge.