Abstract
Modern students have grown up surrounded by stunning graphics and visual imagery. At the same time, advances in technology and how data are visualized has changed the practice of science. How do these two observations work for and against educators? A generation ago simple line drawings would have sufficed in a printed biochemistry text, but this is no longer the case. As digital media has progressed and ways that scientists represent data has changed, we as educators should ask if the two complement one another. In other words, can the images found in biochemistry help educators tell the story and enable student to better learn biochemistry? Are images a distraction, or, at worst, do figures in biochemistry teach misconceptions about biochemical principles? This talk will use examples of figures from a new work to show how art can help drive student understanding in biochemistry and help overall comprehension and higher‐order thinking.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
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