Abstract This study addresses the critical challenge of integrating students’ spatial thinking with mechanistic analysis in stereochemistry education. We propose a novel teaching model centered on the interconversion of stereochemical representations. The model strategically redefines the roles of key representations: the Fischer projection serves as a central hub for planar configuration assignment,while the wedge-dash,sawhorse,and Newman projections act as tools for spatial and mechanistic analysis. This forms a dual-path framework,comprising the “Analytical Path (to FP)” for simplifying configuration determination and the “Mechanistic Path (from FP)” for visualizing reaction dynamics. The model’s efficacy is demonstrated through case studies of fundamental reactions,including electrophilic addition to alkenes,SN2 substitution of haloalkanes,and E2 elimination,demonstrating its effectiveness in bridging static configurational analysis with dynamic reaction processes. Furthermore,by incorporating digital tools like Chem3D,we have established a closed-loop learning cycle: “structure building → representation interconversion → mechanism simulation → product verification”. This integrated approach significantly reduces students’ cognitive load and effectively enhances their conceptual understanding and problem-solving skills in stereochemistry.
HU Xiao-Yun, ZHOU Zhong-Qiang, SUN Lang, HU Xiao-Qiang. Developing Stereochemical Representational Competence via Cognitive Load Management: Teaching Interconversion of Organic Molecular Structural Representations[J]. Chinese Journal of Chemical Education, 2026, 47(13): 111-118.
