This study examined the ability of 103 undergraduate chemistry students to understand how to illustrate and name monocyclic organic compounds using molecular models in a case study that employed the action research approach. The theory that underpinned the study was constructivism. The model proved to be a powerful tool that allowed participants to build cognition and develop the necessary symbolisation and representational skills to interpret IUPAC rules for the nomenclature and structures of monocyclic organic compounds through engaging activities. They also demonstrated higher-order thinking and reflective skills.