The relationships between conceptions and natural and cultural contexts have been questioned for a long time (Bachelard, 1938) in the field of biology education. In this communication, these relationships are examined through the prism of intercultural collaborations among primary school students. Within the framework of a collaborative project between students from the French West Indies and Canada (TEEC project, funded by ANR-FRQSC), primary school students worked remotely for several months on the theme of sugar-producing plants. During this project, they conducted investigations in their own environments (field trips, classroom group work, etc.) and shared their findings with their peers through video-conferencing exchanges. A mixed research methodology was implemented, including video recordings of synchronous interactions, analyses of students’ work, interviews, and pre-test post-test questionnaires. The results presented here are derived from the analysis of a question that asked students to draw the sugar-producing plant. They show that the conceptions of learners, aged around 11 years old, concerning sugar-producing plants are highly dependent on the students’ place of residence. We observe that their conceptions are primarily rooted in their local context, but not exclusively so, as some multi-contextual conceptions also appear in the post-test. These conceptions sometimes reduce the plant to its producing organ (sugar cane stem, maple tree trunk) and also present leaves that differ significantly from their daily observations. In conclusion, this work suggests expanding the concept of a ”situated conception” (Clement, 2003) by including its cultural and natural contextual dimensions and introduces the concept of a "contextual conception".