Utilization of heuristic approaches and molecular modelling to visualise chemical reactivity in small student groups
Abstract
According to current psychometric analyses, a vast majority of novices in universities mostly utilize algorithmic mental processes to solve given tasks and tests. Although algorithmic thinking is an essential part of brain functions, experts on didactics call for methods which also develop conceptual thinking in beginners. In this sense, heuristic molecular modelling plays an important role in chemistry education since it inherently employs several conceptual thinking principles. Herein, we present eight different molecular modelling tasks of Diels-Alder reactions to develop understanding of the concept of chemical reactivity in undergraduate students of chemistry. The aim of this study is to provide teachers of chemistry with an example lesson utilizing heuristic education techniques and molecular modelling. The present study was evaluated in a university course on advanced organic chemistry for students in the third year of a chemistry master program. Interviews with the involved students and analyses of the applied pre/post didactical tests show that the proposed lesson has a positive impact on the understanding of basic chemical concepts related with chemical reactivity and Diels-Alder reaction.
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BibTeX
@misc{dolezal2026utilization,
title = {{Utilization of heuristic approaches and molecular modelling to visualise chemical reactivity in small student groups}},
author = {Rafael Dolezal and Natálie Karásková and Nadezhda V. Maltsevskaya and Karel Kolář},
howpublished = {ChemRxiv},
year = {2026},
month = oct,
doi = {10.26434/chemrxiv.15010086/v1},
url = {https://chemrxiv.org/doi/full/10.26434/chemrxiv.15010086/v1},
note = {CC BY},
}
RIS
TY - UNPB
TI - Utilization of heuristic approaches and molecular modelling to visualise chemical reactivity in small student groups
AU - Rafael Dolezal
AU - Natálie Karásková
AU - Nadezhda V. Maltsevskaya
AU - Karel Kolář
PY - 2026
DA - 2026/10/08
PB - ChemRxiv
DO - 10.26434/chemrxiv.15010086/v1
UR - https://chemrxiv.org/doi/full/10.26434/chemrxiv.15010086/v1
AB - According to current psychometric analyses, a vast majority of novices in universities mostly utilize algorithmic mental processes to solve given tasks and tests. Although algorithmic thinking is an essential part of brain functions, experts on didactics call for methods which also develop conceptual thinking in beginners. In this sense, heuristic molecular modelling plays an important role in chemistry education since it inherently employs several conceptual thinking principles. Herein, we present eight different molecular modelling tasks of Diels-Alder reactions to develop understanding of the concept of chemical reactivity in undergraduate students of chemistry. The aim of this study is to provide teachers of chemistry with an example lesson utilizing heuristic education techniques and molecular modelling. The present study was evaluated in a university course on advanced organic chemistry for students in the third year of a chemistry master program. Interviews with the involved students and analyses of the applied pre/post didactical tests show that the proposed lesson has a positive impact on the understanding of basic chemical concepts related with chemical reactivity and Diels-Alder reaction.
ER -