THE USE OF SOFTWARE IN DEVELOPING CHEMICAL NOMENCLATURE SKILLS OF FUTURE CHEMISTRY TEACHERS

Abstract

The aim of the study is to justify the methodological feasibility of using the VESTA software for visualizing crystal structures as a tool for developing chemical nomenclature skills in first-cycle (bachelor’s) students enrolled in the educational program "Secondary Education (Chemistry)", as well as to determine the effectiveness of integrating three-dimensional visualization into the learning process of the educational component "Chemical Terminology". The study employed a comprehensive approach, which included: downloading crystal structures from the open-access Crystallography Open Database (COD) in .cif format; working with three-dimensional models in the VESTA software environment; rotating and scaling models, analyzing symmetry, determining atomic coordinates, interatomic distances, and bond angles; identifying chiral centers and stereoisomeric forms; comparing with alternative isomers; and formulating IUPAC naming rules. The effectiveness of the new approach was assessed using a structured survey and systematic pedagogical observation. Using VESTA allows the combination of theoretical knowledge with interactive spatial analysis, which promotes a conscious understanding of the relationship between composition, structure, and the names of substances. The pedagogical novelty lies in the integration of digital tools into the learning process to develop the spatial and analytical thinking of future chemistry teachers. The results of the experiment showed that using VESTA in teaching helps students develop analytical competencies for determining atomic composition, types of bonds, oxidation states, and correct formation of chemical names according to IUPAC. Ninety percent of students demonstrated conscious application of nomenclature after analyzing three-dimensional models, and the number of mechanical errors decreased. Integrating 3D visualization into the learning process contributes to the development of key competencies in future chemistry teachers and enhances methodological readiness for using digital tools and research-based approaches in chemistry education.