Concepts shape our view of the world. They enable us as humans to construct new meanings and actively form more accurate viewings. Student’s conceptual structures have been an area of study and research in science education, however, minimal study has been carried out on children’s constructions of plant nutrition. This project seeks to find the relationship of the learners’ conceptual knowledge as they have constructed it in plant nutrition with the application of Repertory Grid Analysis (RGA) as an instrument for analysing the learners’ presented constructs. RGA is a means whereby constructs are represented in matrical and graphical form, and concept mapping, which is a visual structural representation of a child’s understanding and ideas. In this work, the use of concept maps will be employed and combined with RGA to form a detailed visual representation of a learner’s ideas in plant nutrition. The study, as it is currently conceptualised, consists of a pre-test free concept map, a questionnaire and a structured post-test concept map containing four branches from the core concept of PLANTS administered to convenience samples involving two groups of sixth class primary students. In the closed concept-map task, the four branches will consist of the concepts ANIMALS, REPRODUCTION, GROWTH and PHOTOSYNTHESIS. Both sixth class groups will be involved in varying lessons based on plant nutrition and then requested to complete a post-test concept map. Both concept maps were coded and analysed using RGA under principal component analysis (PCA) and co-ordinate grid analysis (CGA). Similar concepts and links between concepts can be visually represented on graphs produced using the results, and that these have a relationship to the visual representations the children would produce in their concept maps. The findings of this study will highlight the rich insight into children’s constructions in plant nutrition, which were visually represented using RGA combined with the method of concept mapping and triangulated with CGA. The study will contribute to raising the need for greater awareness of the structures of children's thinking about plants but also in general.