Theoretical substantiation of the pedagogical potential of organic syntheses in the formation of students’ research skills, based on the example of bispidine synthesis.
DOI:
https://doi.org/10.5281/zenodo.18731642Keywords:
bispidine synthesis, organic synthesis, research skills, laboratory instruction, pedagogical potential, research-based learningAbstract
Background and purpose. In the system of higher education, the formation of students’ research skills is an important indicator of the quality of professional training. In pedagogical literature, research-based learning is often considered at a general methodological level, while the structural features of specific organic syntheses and their pedagogical potential are not systematically analyzed. In this regard, the purpose of this study is to theoretically systematize the pedagogical potential of organic syntheses in the development of students’ research skills and to demonstrate it using the example of bispidine synthesis. Materials and methods. The study was conducted based on a systematic literature review and theoretical analysis. Publications indexed in Scopus, Web of Science, and Google Scholar databases from 2015 to 2025 were selected. The analysis was carried out using content analysis and structural-comparative methods. Results. As a result of the study, a structural model of research skills was developed, including cognitive, operational, and reflective components, which were operationalized through specific learning activities and assessment descriptors. Based on the proposed criteria, bispidine synthesis was analyzed, and it was shown that its multistep and mechanistically complex structure enables the implementation of a full cycle of research activity. Conclusion. A theoretical model for the pedagogical analysis of organic syntheses is proposed. Bispidine synthesis is substantiated as an appropriate subject-based example for modeling research skills. The proposed approach can serve as a methodological basis for organizing laboratory classes in a problem-based and inquiry-oriented format and requires further empirical validation.References
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