The subject biology intends to give students understanding, through general teaching-learning objectives based on the ‘principle of constructivism’ i.e. self-learning. A clear understanding of DNA structure is a central learning outcome in biology, underpinning concepts in genetics, heredity and molecular biology as well as one of the expected competency after studying the related content at higher secondary level biology. Students often misinterpret canonical diagrams of DNA, mistaking symbolic representations for literal structures. This study explores difficulties in understanding structure of DNA with diagram and how it affects diagram comprehension. In a study, a survey of 30 higher secondary students studying biology revealed widespread misconceptions regarding DNA structure, particularly about nucleotide composition, base pairing, and the significance of the double helix. Results from survey suggest that intervention with videos showing DNA being dynamically drawn by a visible hand drawing (embodied drawing) will scaffold students in improvement of conceptual understanding of DNA structure and diagram comprehension along with more accurate retention. These findings also suggest that embodied drawing can significantly improve visual literacy in biology education and should be integrated into curriculum reform and examination-based instruction.