Fig 1.
Histogram showing the percentage of drawings containing at least one representative of each group for A: animals and B: plants. These data represent the combined totals of both specific (e.g., ‘Robin’, ‘Daisy’) and general (e.g., ‘Bird’, ‘Flower’) representations.
Fig 2.
Histogram showing the percentage of drawings containing each of the ten most commonly used terms for A: animals and B: plants.
Fig 3.
Taxonomic resolution of terms.
Bar graphs showing the percentage of terms used in the labels and captions of children’s drawings identifiable to each taxonomic level. Separate bars show percentages for each category, and far right bars show overall percentages with all categories combined. Bars are coloured by taxonomic level of identification. A: Animal terms (n = 123). B: Plant terms (n = 56).
Fig 4.
Boxplots showing species richness of children’s drawings (n = 401) by school type. Black lines indicate the median values. Coloured boxes show the interquartile ranges (IQR). Whiskers extend to the largest and smallest values no further than 1.5*IQR. A: Animal species richness by school type. B: Plant species richness by school type. Bracket labelled with adjusted p value shows a significant difference between state and private schools after post-hoc analyses.
Fig 5.
Animal community composition of children’s drawings (n = 401) by school type. A: Stacked bar graph showing category-level community composition with separate bars for each school type and coloured by category. Brackets labelled with p values show significant differences between pairs of school types. B: Boxplots showing category-level community composition by school type separated by category. Black lines indicate the median values. Coloured boxes show the interquartile ranges (IQR). Whiskers extend to the largest and smallest values no further than 1.5*IQR. P values are provided for the categories found to be primary drivers of differences following univariate analyses.
Fig 6.
Plant community composition of children’s drawings (n = 401) by school type. A: Stacked bar graph showing category-level community composition with separate bars for each school type and coloured by category. B: Boxplots showing category-level community composition by school type separated by category. Black lines indicate the median values. Coloured boxes show the interquartile ranges (IQR). Whiskers extend to the largest and smallest values no further than 1.5*IQR.