the number of experimentally derived structures of cellular components is rapidly expanding, and this phenomenon is accompanied by the development of a new semiotic system for teaching. The infographic approach is shifting from a schematic toward a more realistic representation of cellular components. This change brings about a new challenge for teachers: designing course instructions that allow students to interpret these images in a meaningful way. 

We have performed a number of studies in our lecture theatre and found that when given a choice, first year biology students not necessarily choose the most simplified representation of cellular components and they were sensitive to functional indications embedded in realistic images.

Read more about our study in CBE-journal of life sciences education