In pursuit of active learning and fostering conceptual understanding, educators and researchers have tirelessly endeavored to reshape the perception of chemistry, transcending its apparent barriers of technical jargon, semantics, and symbolism. One innovative approach that aligns with this mission is the integration of narratives into chemical education and targeting the visuospatial aspect of learning among students, supporting the shared vision of promoting scientific literacy through creative and purposeful means. Enabling learners to grasp complex concepts through narratives and translate them into mental imagery opens new pathways to comprehend chemical principles, fostering higher-order cognitive functions and nurturing logical and creative information processing. Herein, we present an instructional approach that explores narrative pedagogy and visual thinking using concept maps and diagrams as potent tools for conveying fundamental concepts within introductory chemistry courses. Short narrative accounts of concepts were incorporated into classroom instructions, and the students were given the opportunity to generate mental imagery through concept mapping or illustrate understanding through simple diagrammatic visuals. Consistent with the constructivist learning framework, empirical evidence gathered through student self-assessments, outputs, and interviews strongly suggests that a narrative-driven visual cognition pedagogical strategy enhances learners' appreciation of chemistry and empowers them to express their creativity from a refreshing vantage point. By embracing narrative pedagogy and visual thinking, educators can forge avenues to inspire curiosity, promote scientific literacy, and nurture lifelong learning.