Abstract
Use of solely language-based pedagogical tools in the teaching of chemistry can be limiting for such a practical and visual subject. In recent times, technology-based learning has become much more prevalent for engaging students. However, print based texts are still very important. Comics and comic zines have been shown to be attractive media forms for presenting information to students in an easily digestible form. Textbooks can be intimidating, and the presentation of chemistry syllabus with the addition of characters and often short narratives can help improve student engagement and scientific comprehension. Here, a series of self-made zines are investigated as tools for engaging and educating high school chemistry students (ages 16-18) in a visually appealing and accessible way. The pedagogic goals of the work are to increase motivation, increase student engagement, and investigate an innovative way of delivering the science curriculum for both students and teachers. Both content-based quizzes and student surveys indicate positive outcomes from zine supplemented study.