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1. Probing Visual Literacy Skills Reveals Unexpected Student Conceptions of Chromosomes

   https://doi.org/10.1187/cbe.24-07-0176  

   Uminski, Crystal; Newman, Dina L; Wright, L Kate (March 2025, CBE—Life Sciences Education)

   Andrews, Tessa (Ed.)

   We explored undergraduate students' visual literacy by asking them to draw and interpret images of chromosomes and found that most students held incorrect or incomplete conceptions about chromosome structure and function. These findings stress the importance of teaching visual literacy skills in biology courses. 

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2. Sketchy understandings: drawings reveal where students may need additional support to understand scale and abstraction in common representations of DNA

   https://doi.org/10.1128/jmbe.00070-25  

   Uminski, Crystal; Wright, L Kate; Newman, Dina L (August 2025, Journal of Microbiology & Biology Education)

   Fankhauser, Sarah (Ed.)

   ABSTRACT Visual representations in molecular biology tend to follow a set of shared conventions for using certain shapes and symbols to convey information about the size and structure of nucleotides, genes, and chromosomes. Understanding how and why biologists use these conventions to represent DNA is a key part of visual literacy in molecular biology. Visual literacy, which is the ability to read and interpret visual representations, encompasses a set of skills that are necessary for biologists to effectively use models to communicate about molecular structures that cannot be directly observed. To gauge students’ visual literacy skills, we conducted semi-structured interviews with undergraduate students who had completed at least a year of biology courses. We asked students to draw and interpret figures of nucleotides, genes, and chromosomes, and we analyzed their drawings for adherence to conventions for representing scale and abstraction. We found that 77% of students made errors in representing scale, and 86% of students made errors in representing abstraction. We also observed that about half of the students in our sample used the conventional shapes and symbols to represent DNA in unconventional ways. These unconventional sketches may signal an incomplete understanding of the structure and function of DNA. Our findings indicate that students may need additional instructional support to interpret the conventions in common representations of DNA. We highlight opportunities for instructors to scaffold visual literacy skills into their teaching to help students better understand visual conventions for representing scale and abstraction in molecular biology. 

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3. Visual Literacy Intervention for Improving Undergraduate Student Critical Thinking of Global Sustainability Issues

   https://doi.org/10.3390/su122310209  

   Krejci, Sarah E.; Ramroop-Butts, Shirma; Torres, Hector N.; Isokpehi, Raphael D. (December 2020, Sustainability)

   null (Ed.)

   The promotion of global sustainability within environmental science courses requires a paradigm switch from knowledge-based teaching to teaching that stimulates higher-order cognitive skills. Non-major undergraduate science courses, such as environmental science, promote critical thinking in students in order to improve the uptake of scientific information and develop the rational decision making used to make more informed decisions. Science, engineering, technology and mathematics (STEM) courses rely extensively on visuals in lectures, readings and homework to improve knowledge. However, undergraduate students do not automatically acquire visual literacy and a lack of intervention from instructors could be limiting academic success. In this study, a visual literacy intervention was developed and tested in the face-to-face (FTF) and online sections of an undergraduate non-major Introduction to Environmental Science course. The intervention was designed to test and improve visual literacy at three levels: (1) elementary—identifying values; (2) intermediate—identifying trends; and (3) advanced—using the data to make projections or conclusions. Students demonstrated a significant difference in their ability to answer elementary and advanced visual literacy questions in both course sections in the pre-test and post-test. Students in the face-to-face course had significantly higher exam scores and higher median assessment scores compared to sections without a visual literacy intervention. The online section did not show significant improvements in visual literacy or academic success due to a lack of reinforcement of visual literacy following the initial intervention. The visual literacy intervention shows promising results in improving student academic success and should be considered for implementation in other general education STEM courses. 

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4. Biology exams rarely use visual models to engage higher-order cognitive skills

   https://doi.org/10.1371/journal.pone.0317077  

   Uminski, Crystal; Cammarota, Christian; Couch, Brian A; Wright, L Kate; Newman, Dina L (July 2025, PLOS One)

   Wessner, David R (Ed.)

   Visual models are a necessary part of molecular biology education because submicroscopic compounds and processes cannot be directly observed. Accurately interpreting the biological information conveyed by the shapes and symbols in these visual models requires engaging visual literacy skills. For students to develop expertise in molecular biology visual literacy, they need to have structured experiences using and creating visual models, but there is little evidence to gauge how often undergraduate biology students are provided such opportunities. To investigate students’ visual literacy experiences, we surveyed 66 instructors who taught lower division undergraduate biology courses with a focus on molecular biology concepts. We collected self-reported data about the frequency with which the instructors teach with visual models and we analyzed course exams to determine how instructors incorporated visual models into their assessments. We found that most instructors reported teaching with models in their courses, yet only 16% of exam items in the sample contained a visual model. There was not a statistically significant relationship between instructors’ self-reported frequency of teaching with models and extent to which their exams contained models, signaling a potential mismatch between teaching and assessment practices. Although exam items containing models have the potential to elicit higher-order cognitive skills through model-based reasoning, we found that when instructors included visual models in their exams the majority of the items only targeted the lower-order cognitive skills of Bloom’s Taxonomy. Together, our findings highlight that despite the importance of visual models in molecular biology, students may not often have opportunities to demonstrate their understanding of these models on assessments. 

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5. Seeing Eye to Eye? Comparing Faculty and Student Perceptions of Biomolecular Visualization Assessments

   https://doi.org/10.3390/educsci14010094  

   Beckham, Josh T.; Dries, Daniel R.; Hall, Bonnie L.; Mitton-Fry, Rachel M.; Engelman, Shelly; Burch, Charmita; Acevedo, Roderico; Mertz, Pamela S.; Vardar-Ulu, Didem; Agrawal, Swati; et al (January 2024, Education Sciences)

   Jodie Jenkinson, Susan Keen (Ed.)

   While visual literacy has been identified as a foundational skill in life science education, there are many challenges in teaching and assessing biomolecular visualization skills. Among these are the lack of consensus about what constitutes competence and limited understanding of student and instructor perceptions of visual literacy tasks. In this study, we administered a set of biomolecular visualization assessments, developed as part of the BioMolViz project, to both students and instructors at multiple institutions and compared their perceptions of task difficulty. We then analyzed our findings using a mixed-methods approach. Quantitative analysis was used to answer the following research questions: (1) Which assessment items exhibit statistically significant disparities or agreements in perceptions of difficulty between instructors and students? (2) Do these perceptions persist when controlling for race/ethnicity and gender? and (3) How does student perception of difficulty relate to performance? Qualitative analysis of open-ended comments was used to identify predominant themes related to visual problem solving. The results show that perceptions of difficulty significantly differ between students and instructors and that students’ performance is a significant predictor of their perception of difficulty. Overall, this study underscores the need to incorporate deliberate instruction in visualization into undergraduate life science curricula to improve student ability in this area. Accordingly, we offer recommendations to promote visual literacy skills in the classroom. 

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