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Researchers and educators have paid muchattention to scientific explanation as it is regarded as one ofthe important scientific inquiry skills. Recently, Tabletcomputers have allowed students to draw together with textand vocal narrations as a learning strategy to prompt them toarticulate their scientific explanations. However, the litera-ture regarding exactly how students use drawing and vocalnarrations on Tablet computers to explain scientific ques-tions is still scant. Therefore, by gathering the drawings andnarrations which were generated by 41 high school students,this study aimed to explore what patterns students may applyto construct their scientific explanations for the four seasonswith Tablet computers. It was found that the students per-ceived a lower extent of using memorizing and the test-to-learn concept to learn science but perceived a higher level ofdeep motivation and strategy in the drawing-based scientificexplanation activity than they did in their prior experience.This study also suggests five hierarchical explanation pat-ternswhenusingTabletcomputersinscientificexplanations,including portraying life experience, reciting alternativeconceptions, summarizing referential facts, and depictingcomparative and analytical processes. A further analysisfound that the students who adopted high-level explanationpatterns (i.e., depicting comparative and analytical pro-cesses) obtained higher scores in the learning test than thosewho adopted low-level explanation patterns (i.e., portrayinglife experience, reciting alternative conceptions, and sum-marizing referential facts). Therefore, the explanation pat-terns adopted by the students played a prominent role in theirscientific understandings. Educators may need to help stu-dents to apply effective explanation patterns in their scien-tific explanations with technology-assisted environments