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Description
Understanding stereochemistry is fundamental to the study of biomolecules, as even subtle changes in their spatial orientation can lead to significant differences in their properties and biological activity. Despite its importance, stereochemistry is one of the most conceptually challenging topics in chemistry education, highlighting the need for innovative teaching approaches that enhance visualization and promote conceptual understanding.
The aim of this research was to examine how the application of the Inquiry-Based Learning (IBL) approach, implemented through cooperative work and the use of molecular models, affects the acquisition of knowledge in carbohydrate stereochemistry among high school students. The research was conducted in two parallel groups: the experimental group participated in a teaching process based on the IBL approach, while the control group followed the traditional methodological approach. Students in the experimental group worked collaboratively and engaged in a three-phase learning cycle: exploration, concept invention, and application. During the activities, they used molecular models to visualize, construct, and analyze three-dimensional carbohydrate structures, as well as to identify and interpret different structural representations of carbohydrates.
After the implemented intervention, data on students’ attitudes and experiences were collected using a questionnaire, while acquisition of the teaching content was assessed through a knowledge test. The questionnaire results showed that students in the experimental group found the activity highly motivating and useful for understanding stereochemical concepts, noting increased engagement and improved conceptual understanding. They also expressed a preference for interactive and exploratory teaching approaches over traditional methods. Analysis of the knowledge test results indicated that students in the experimental group achieved a higher level of content acquisition than those in the control group. These findings highlight the importance of integrating different teaching approaches to enhance teaching quality and improve student achievement.
Keywords: carbohydrate stereochemistry, conceptual understanding, inquiry-based learning, molecular models.