Ameen F. M. Fahmy*, J.J.Lagowski** * Faculty of Science, Department of Chemistry,Ain shams University,

Abbassia, Cairo, Egypt E-mail :fahmy@online.com.eg

** Department of Chemistry, and Biochemistry, university of Texas at Austin TX78712.

E-mail :jjl@mail.cm.utexas.edu

Website: www.satlcentral.com

Luxor -Egypt, Nov. 2010

CHEMICAL EDUCATION REFORM IN THE GLOBAL ERA:

SATL AS A NEW TREND IN CHEMICAL EDUCATION

Good Teaching Good Teaching

If There is no Teaching Chemistry Their is no Chemistry

If There is no Teaching Chemistry Their is no Chemistry

Excellent Research

SATL AS NEW TREND IN THE GLOBAL AGE

-INTRODUCTION.

-THEORITICAL BASES OF SATL.

- -SATL-EXPERIMENTS.

- -CONCLUSION.

- -SELECTED SATL-CONFERENCES

-&WORKSHOPS.

INTRODUCTION:

After current educational Systems deals quite intensively with the impact of the “globalization“ on educational planning and decision making.

So, SATL became a must.

- After the wide spread of systematization in various activities including tourism, commerce,

economy, security, education, health etc..,AND

After globalization became a reality that we live and survive with its positive and negative

impacts on our life.AND

SATL has evolved in the field of teaching and learning starting in 1997, as a fruitful cooperation between Ain Shams University (Prof. Fahmy) and The University of Texas at (Austin (USA)(Prof.Lagowski. JJ

SATL was based on the theories of constructivist, and meaningful learning(1).

Within the frame of these theories effective teaching connects isolated ideas

and information with global concepts

Taagepera and Noori (2000) (2) tracked the development of

students conceptual understanding of organic chemistry during

a one-year sophomore course.

They found that the students knowledge base increased as

expected, but their cognitive organization of the knowledge was

surprisingly weak.

The authors concluded that instructors should spend more

time making effective connections, helping students to

construct a knowledge space based on general principles.

Fahmy and Lagowski (4-7) have designed, implemented, and

evaluated the systemic approach to teaching and learning

chemistry (SATLC) Since (1998).

SATL is based on the constructivist theory, and

Ausubel’s concept of meaningful learning [8, 9]

Pungente, and Badger (2003) stated that the primary goal when

teaching introductory organic chemistry is to take students

beyond the simple cognitive levels of knowledge and

comprehension using skills of synthesis and analysis – rather

than rote memory.(3).

Why SATL IN CHEMICAL EDUCATION ?

-SATL Tecnique;

Help students to understand interrelationships

between concepts in a greater context. Assures that students attain the major goals of

education—helping them acquire the higher order cognitive skills.

It provides the basis for systemic thinking and the continuous growth of knowledge that is the mark of a quality education. S

It provides new forms of educator evaluation that include outputs student learning results) in addition to inputs (the observation of teachers in their classrooms.

What is the meaning of SATL?

By "systemic" we mean an arrangement of concepts or issues through interacting systems in which all relationships between concepts and issues are made, clear up front, to the teachers and learners (Fig. 1b),

in contrast to the usual linear method of

teaching the same topics (Fig. 1a).

Fig: 1a: Linear representation of concepts

concept concept concept concept concept concept concept concept

Fig: 1b: systemic representation of concepts

concept concept

concept concept

concept concept

concept concept

-SATL was based on the systems analysis and theory of constructivism. The following systemic diagram illustrates the criteria& product of

learning by SATL.

Theoretical bases of the SATL

T. Q.T. Q.

SystemizationSystemization

Continuity Continuity

Dual FeedDual Feed

)SATL()SATL(

DynamicsDynamics

IntegrationIntegration

HolismHolismConstructivism

Constructivism

Positive Attitudes Positive

Attitudes

High

SkillsHigh

Skills

Correct Systemic CognitionCorrect Systemic Cognition

Systemic ThinkingSystemic Thinking

SelectivitySelectivityMulti Vision

Multi Vision

T. Q.T. Q.

Systemization

Systemization

Continuity Continuity

Dual FeedDual Feed

)SATL(

)SATL(

DynamicsDynamics

Integration

Integration

HolismHolism

Constructivism

Constructivism

Positive Attitudes Positive

Attitudes

High

SkillsHigh

Skills

Correct Systemic CognitionCorrect Systemic Cognition

Systemic ThinkingSystemic Thinking

SelectivitySelectivityMulti Vision

Multi Vision

Nature of Learning and Teaching Processes in SATL:

1-Learning is an active process:

-SATL-based learning is an active process where learners

are encouraged to discover principles, concepts, and facts and arrange them in a systemic relationship.

- In this process, significant learning interactions occur

between learners, between learners and teachers, and

between learners and context.

2-Role of the teacher in an SATL environment:

- The teacher's role is not only to observe and assess

students, but also to engage the students while they are completing their systemic diagrams .

- Teachers also facilitate the students’ resolution of decisions and their self –regulation.

We started teaching of any course by Systemic diagram (SD0) that has determined the starting point of the course.

We ended the course with a final systemic diagram (SDf) and between both we crossover several Systemics (SD1, SD2,…..)

Systemic teaching strategy

SD0 SDf

SD2SD1Stage (1)

Stage (2)

Stage (3)

(maximum Unknown chemical relation)

(All chemical relations are known)

(?)

(?)

(?)

(?)

(?) ()

()()

()()

()()

()

()

()

(?)

Educational standards and objectives

Educational standards and objectives

Figure: 2

-We have conducted numerous experiments in EGYPTwhich we attempted to establish the effectiveness of

SATL methods not only in chemistry, but also in other basic sciences, Medicinal sciences, Engineering

sciences ,Agriculture, Pharmaceutical, sciences, ……

SATL Experiments in Egypt

- In chemistry, we have conducted a series of successful

SATL-oriented experiments, at pre-university, and university levels of education ( 8,9).

-We have created SATL units in General, Analytical, Aliphatic, Aromatic, Green, and heterocyclic

chemistry.-These units have been used in Egyptian universities

and secondary schools to establish the validity of the SATL approach on an experimental basis.

SATL-CLASSIFICATION OF ELEMENTS

The periodicity of the properties within the horizontal periods is illustrated by the diagram in (Figure 4), and within the vertical groups is illustrated by the diagram in (Figure 7).

Our experiments probing the usefulness of SATL to learning Chemistry at the pre-college level was conducted in Egypt at Cairo and Giza school districts(8,9).

Fifteen SATL based lessons in inorganic chemistry taught over a three - week period were presented to a total 130 students(9).

The achievement of these students was then compared with 79 students taught the same material using standard (linear) method.

PRE-COLLEGE EXPERIMENTS

Electronegativity

Atomic radiusElectronaffinity

Ionization energy

Non-metallic property

Metallic property

Acidic property

Basicproperty

By increasing the atomic number in

periods

?

? ?

??? ?

?

Figure (3): Periodicity of properties of the elements within the periods

The periodicity of the properties through the periods can be illustrated systemically by changing the diagram in figure (4) to systemic diagram (SD0-P) figure (5).

The previous diagrams of periods represent linear separated chemical relations between the atomic number and Atomic radius – Ionization energy - electron affinity - electronegativity - metallic and non-metallic properties - basic and acidic properties.

Electronegativity

Amphoteric

property

Metallic property

Ionization energy

Electron affinity

Basic property

Acidic property

Atomic radius

By increasing

atomic number

within the periods

3?? 5

7 ?

11?14?

9?8?

12?16? 15

?

18?20 ?

1

?2

? 10

?17?

19

13?

4?

?6

?Non-metallic property

Figure (4): Systemic Diagram (SD 0- P) for the periodicity of properties

of elements within periods

Electronegativity

Amphoteric property

Metallic property

Non-metallic property

Ionization energy

Electron affinity

Basic property

Acidic property

Atomic radius

By increasing atomic

number within the periods

3 5

7

1114

9

8

12

16

15

1820

1

2

10

1719

13 4

6

The oxidation number for

element in its oxide

21

22 23

Figure(5 ): Systemic Diagram (SDf - P) for the periodicity of the

Properties for the elements within periods

After studying the periodicity of physical and chemical properties of the elements we can modify systemic diagrams (SD0-P) Figure (4) to (SDf-P) Figure (5), for periods.

Figure (6): The linear relationships of the properties within groups.

Atomic radius

Electron affinity

Ionization energy

Non-metallic property

Metallic property

Acidic property

Basic property

By increasing the Atomic number in

groups

?? ?

??

? ?

?

Electronegativity

Periodicity of the properties of the elements within the groups

Also the periodicity of the properties within groups can be illustrated systemically be changing Figure (7) to systemic diagram (SD0G) Figure(8).

Electronegativity

Metallic Property

Non-metallic property

Ionization energy

Electron affinity

Basic Property

Acidic property

HX

Atomic radius

By increasing Atomic number

within the groups

3

?? 5

7 ?

11?

14

?

9

?

8

?

12

?16

?15

?

18?20 ?

19? 17 ?

10 ?13

?

2

?

?14?

6

?

Figure (7): Systemic Diagram (SD0 - G) for the periodicity of properties

of the elements within groups

Electronegativity

Metallic Property

Non-metallic property

Ionization energy

Electron affinity

Basic Property

Acidic property

HX

Atomic radius

By increasing Atomic number

within the groups

3

5

7

1114

98

12

16

15

18

20

19 17

10 13

2

14

6

Figure (8): Systemic Diagram (SDf - G) for the periodicity of the properties of

elements within groups

After studying the periodicity of physical and chemical properties of the elements we can modify (SD0-G) Figure (7) to (SDf-G) Figure (8).

47

15

0

21

100

88

56

92

0

20

40

60

80

100

120

BeforeAfter

Eltabary Roxy "boys"

Nabawia Mosa"girls"

Gamal Abedel Naser "girls"

all the exp.(group)

Figure 9: Percent of students in the experimental groups who succeeded (achieved at a 50% or higher level). The bars indicate a 50% or greater achievement rate before and after the systemic intervention period

-The results of experimentation

8 7

05

64

13

39

46

0

10

20

30

40

50

60

70

Before

After

Eltabary Roxy "boys"

Nabawia Mosa"girls"

Gamal Abedel Naser "girls"

all the control(group)

Figure 10: Percent of students in the control groups who succeeded (achieved at a 50% or higher level). The bars indicate a 50% or greater achievement rate before and after the linear intervention period.

Teachers feedback indicated that the systemic approach seemed to be beneficial when the students in the experimental group returned to learning using the conventional linear approach.

After the experiment both teachers and learners retain their understanding of SATL techniques and continue to use them.

The results from the pre-university experiment point to a number of conclusions:

Teachers from different experiences, and ages can be trained to teach by the systemic approach in a short period of time with sufficient training.

students taught systematically improved their scores significantly after being taught by using SATL techniques.

UNIVERSITY EXPERIMENTS

I-ALIPHATIC CHEMISTRY

A study of the efficacy of systemic methods applied to the first semester of the second year organic chemistry course (16 lectures, 32 hours) at Zagazeg University.

The details of the transformation of the usual linear approach usually used to teach this subject that involves separate chemical relationships between alkanes and other related compounds (Figure 11) and the corresponding systemic closed concept cluster that represents the systemic approach were presented (Figure 12).

Figure 11: The classic linear relationship involving the chemistry of the alkanes organized to begin to create a systemic diagram of that chemistry .

Figure 12:systemic diagram (SD0) that represents some of the major chemistries of alkanes .In the systemic diagram some chemical relationships are defined whereas others are undefined. These undefined relationships are developed systematically.

Figure 13: The SATL relation ship between hydrocarbons and their related

After using the diagram shown in Fig. 12 as the basis for the study of the synthesis and reactions of alkenes, and alkynes, we can modify this systemic diagram (SD0 in Fig. 12) to accommodate other chemistries of hydrocarbons as shown in (SD1), Fig. 13.

compounds.

Expanding the chemistry of acetylene converts the systemic diagram(SD1) in Figure (13) to (SD2) shown in Figure (14) .

Figure 14. The SATL relationship between the hydrocarbons and derived compounds

Systemic diagram (SD2) shown in Figure (14) can accommodate to the chemistries of ethyl bromide and ethanol yielding a new systemic diagram.

The systemic diagrams developed in Figures (12) through (14) were used as the basis for teaching organic chemistry course to experimental group at Zagazeg University Egypt). The experiment was conducted within the Banha Faculty of Science, Department of Chemistry with second year students. The experiment involved (41) students in the control group, which was taught using the classical (linear) approach; (122) students formed the experimental group, which was taught using SATL methods illustrated in the systemic diagrams shown as Figures (12 ) through (14 ).

-The success of the systemic approach to teaching organic chemistry was established by using an experimental group, which was taught systemically, and a control group, which was taught in the classical linear manner[12].

-Figures (15) and (16) show the final data in terms of student achievement.

- These data indicate a marked difference between the control and experimental groups

Figure 15: Average scores for experimental groups before and after intervention.

Figure 16: Average scores for experimental groups before and after intervention.

HETEROCYCLIC CHEMISTRY

A course on heterocyclic chemistry using the SATL technique was organized and taught to 3rd year students at Ain Shams University. A portion of the one-semester course (10 lectures, 20 hours) was taught to students during the academic years 1999-2000 and 2004-2005

We use heterocyclic chemistry to illustrate, again, how a subject can be organized systemically, to help students to fit the new concepts into their own mental framework. Figure (17) summarizes all the significant reactions of furan, the model heterocyclic compound.

Figure 17. The classic linear relations involving chemistry of furan

Figure18: Systemic organization of the furan chemistry

These are the reactions that are generally discussed in a linear fashion (Figure 1a) in the conventional teaching approach. However, these reactions can be organized systemically as shown in Figure (18)

Figure 19. The result of completing the undefined relations that appear in Figure 19.

Inspection of Figure (18) reveals seven unknown chemical relations (1-7) among the furan compounds. Figure (18) can be refined to give figure (19) by adding the unknown chemical relations.

Table 2. Percentage increase in student scores.

 

Percent increase in student scores

Before intervention After intervention

Linear questions 37.32 % 49.53 %

Systemic questions 21.19% 90.29%

Total 32.52% 69.1%

These results are statistically significant at the 0.01 level.

The data summarized in Table 2 show that students taught systematically improved their scores significantly after being taught by using SATL techniques..

SYSTEMICS AND LABORATORY INSTRUCTION

Applying Systemics to laboratory instruction reveals the following advantages, which constitute the principles of benign analysis(2)- Smaller amounts of Chemicals are used.

- Recycling of Chemicals.

- Experiments are done with less hazards, and more

safety.

- Experiments are done more rapidly.

- Students easily acquire a working sense of the

principles of green chemistry.

-Classical laboratory-oriented subject of qualitative analysis involves the application of linearly obtained chemical information to an unknown solution in a linear way

-In contrast to the linear approach of learning chemistry of cations from a laboratory experience ,

-a systemic approach has been developed that focuses attention on individual species(Figure 20)

Applying this approach to laboratory instruction allows students to experience the colors of chemical species, their solubility characteristics, and their redox behavior.

we have created. Qualitative benign analytical chemistry course for the first-year students of faculty of Sci., Benha, Zigzag University, and Faculty of Education, Helwan University, Egypt. The Systemic based course materials were presented in 24hrs (2hrs period/ per week) From Sept.-Dec. (2001) (5).

The “Green Chemistry” aspects of this approach involve a very small amount of the cation-containing species, which is contained in a very small volume.

Exp. 4

Exp. 3 Exp. 2

Exp. 1

(?)

(?)(?)

(?)

A+X-

A+E- A+Y-

A+Z-

Figure 20: Systemic Investigation of species A+(SI-Plane)

The diagram shows the Plane for qualitative investigation of the species (A+), the preparation of (A+) Compounds, and the interconversion of the species.

of experiments (1-4) in a single test tube on a small sample of lead nitrate (0.5 ml), then they recycle the product of (Exp. 4) to Pb(NO3)2 (Cf. SI - Final).

(SI -1 - Plane)

Exp.1

Pb++

Exp.2

Nitrate Salt

Exp.3 (White ppt)Lead

hydroxide

(White ppt.)Lead

Oxalate

HNO3

(?)

(?)

(?)

(Yellow ppt)Lead iodide

Exp.4(?)

(White ppt)Lead

carbonate

Na2C2O4

Pb++

i) HNO3ii)NH4OH

Nitrate Salt

i) HNO3

ii) Na2CO3

(White ppt)Lead

hydroxide

(White ppt.)Lead

Oxalate

HNO3

()

()

()

()

(Yellow ppt)Lead iodide

i) HNO3

ii) KI

()

(White ppt)Lead

carbonate

Recycling

(SI -1 - Final)

The students follow the plane (SI-1) to investigate (Pb2+) in a series

Systemic Investigation of [Pb++] (SI-1): Lead Cycle

Systemic Investigation of [Ag+] (SI-2): Silver Cycle

The students follow the plane (SI-2) to investigate (Ag+) in a series of experiments (1-3), then recycle the product of (Exp.3) to AgNO3

(Cf. SI-2-Final).

(White ppt.)Silver

phosphate

(White ppt.)Silver

sulphite.

(White ppt.)Silver

carbonate

Exp. 1

Exp. 2

Exp. 3

HNO3

Ag+

Silver nitrate.

(SI-2 Plane)

(?)

(?)

(?)

(White ppt.)Silver

phosphate

(White ppt.)Silver

sulphite.

(White ppt.)Silver

carbonate

Na2SO3

i) HNO3

ii) Na2CO3HNO3

Ag+

Silver nitrate.

(SI-2 Final)

()

()

()

Recycling

i) HNO3

ii) Na3PO4

Results of Experimentation: Results of Experimentation: -The experimentation results showed that the Benign scheme reduces the consumption chemicals in Comparison with the classical scheme as shown in table (1). This means low

cost, and less pollution.

Table 1: Amount of salts needed for Experimental group (Benign scheme), and Reference group (Classic scheme)

Salts Amount required (gm / 50 Students)

  Classic SchemeSolid/ (g)

Benign Scheme 0.1M Solution (1/2 liter)

Pb(NO3)2 100 16.5

Al(NO3)3 200 11.0

CrCl3.6H2O 200 13.5

NiCl2.6H2O 200 12.0

Co(NO3)2.6H2O 200 15.0

CdCl2 5H2O 150 13.5

BaCl2.2H2O 200 12.0

MgSO4.7H2O 200 12.0

RESULTS OF EXPERIMMENTATION

The results, of experimentation indicate that;

-a greater fraction of students exposed to systemic techniques in the experimental group, achieved at a higher level than did the control group taught by linear Approach.-

*SATLC improved the students ability to view the chemistry from a more global perspective.

*SATLC helps the students to develop their own mental framework at higher-level cognitive processes such as application, analysis, and synthesis.

*SATLC increases students ability to learn subject matter in a greater context.

*SATLC increases the ability of students to think Systemically.

* Helping students to see the pattern of pure and applied chemistry rather than isolated concepts, and facts .

-

CONCLUSIONCONCLUSION

*SATLC Helping students to see the pattern of pure and applied

chemistry rather than isolated concepts, and

facts .

*SATLC in Egypt could be used as a successful Model for teaching and learning Chemistry in other African countries. *

CONCLUSIONCONCLUSION

SELECTED CONFERNCES &

WORKSHOPS ON SATL

1 -15th International Conference on Chemistry Education (15th ICCE) IUPACOrganized By:

Chem. Dept., Faculty of Science, Ain Shams University & UNESCO office Cairo, and IUPAC.

)Aug. 1998 ,(Cairo, Egypt2 - Workshop on: "Systemic Approach in Teaching and Learning Chemistry" for Teachers and Experts from Cairo, and GizaOrganized By: Chem. Dept., Faculty of Science, Ain Shams University

)Feb. 1998 ,(Cairo, Egypt

4-1st Arab Conference on Systemic Approach to Teaching and Learning Organized By: Science Education Center, Ain Shams University & UNESCO Office Cairo

)Feb. 2001 ,(Cairo, Egypt

3-Workshop on “SATLC In Reform of Chemical Education. Organized By A. F. M. Fahmy, Peter Atkins, J. Bradley, J. Lagowski, M. Schallies, I.F.Zeid.18th International Conference on Chemical Education (18th ICCE),Istanbul, Turky, Aug. 3-8 (2004).

5 - 2nd Arab Conference on Systemic Approach to Teaching and Learning Organized By: Science Education Center, Ain Shams University & UNESCO Office Cairo

)Feb. 2002 ,(Cairo, Egypt

6 - 3ed Arab Conference on Systemic Approach to Teaching and Learning Organized By: Science Education Center, Ain Shams University & Garish University, Jordan

)April. 2003 ,(Cairo, Egypt

7 -4th Arab Conference on Systemic Approach to Teaching and Learning .Organized By: Science Education Center, Ain Shams University

)April 2004 ,(Cairo, Egypt

8 -5th Arab Conference on Systemic Approach to Teaching and Learning .Organized By: Science Education Center, Ain Shams University

) April 2005 ,(Cairo, Egypt

9 -6th Arab Conference on Systemic Approach to Teaching and Learning .Organized By: Science Education Center, Ain Shams University

&Misr International University)April 2006 ,(Cairo, Egypt

10-The 2nd Jordanian Egyptian Conference on SATL and its Applications in different Sciences.

Organized by: Tafila Technical University Jordan, and Ain Shams University Egypt. (July 2005) Tafila , Jordan

11-Workshop on SATLC Satellite to Malta III Conference : Organized By:UNISCO,IUPAC,RCS,ACS, University;Istanbul,Turky. (December.2006)

12-Pakistanis School on SATLC,Organized By: Karachi, University;Karachi,Pakistan (18-31 Nov.2008)

LiteratureLiterature

)1( CaineR.N.&Caine,G.(1991).Making connections: Teaching and Human brain.Aleandria,VA:Association for supervision and curriculum Development. (2)Taagepera, M.; Noori, S.; J. Chem. Educ. 2000, 77, 1224

(3) Michael, P., Badger R., J. Chem. Edu. 2003, 80, 779.

(4) Fahmy, A. F. M., Lagowski, J. J., The use of Systemic Approach in Teaching and Learning for 21st Century, J pure Appl. 1999, [15th ICCE, Cairo, August 1998].

(5) Fahmy, A. F. M., Hamza, M. A., Medien, H. A. A., Hanna, W. G., Abdel-Sabour, M. : and Lagowski, J.J., From a Systemic Approach in Teaching and Learning Chemistry (SATLC) to Benign Analysis, Chinese J.Chem. Edu. 2002, 23(12),12 [17th ICCE, Beijing, August 2002].

(6) Fahmy, A. F. M., Lagowski, J. J; Systemic Reform in Chemical Education An International Perspective, J. Chem. Edu. 2003, 80 (9), 1078.

(10) Fahmy A. F. M., El-Hashash M., “Systemic Approach in Teaching

and Learning Heterocyclic Chemistry”. Science Education Center,

Cairo, Egypt (1999)

(8) Fahmy, A. F. M., El-Shahaat, M. F., and Saied, A., International

Workshop on SATLC, Cairo, Egypt, April (2003)

(9) Fahmy, A.F.M., Lagowski, J.J.; “Systemic Approach in Teaching and

Learning Aliphatic Chemistry”; Modern Arab Establishment for

printing, publishing; Cairo, Egypt (2000)

(7) Fahmy, A.F. M., Lagowski, J. J., Systemic multiple choice questions

(SMCQs in Chemistry [19th ICCE, Seoul, South Korea, 12-17 August 2006].

SATLC-Research GroupSATLC-Research Group

Prof. Dr. Hashem A. F. (Egypt)

Prof. Dr. El-Shahat, M. T. (Egypt)

                                                          ( Mrs. Said, A. (Egypt

Dr. Hamza, S. M. (Egypt)

Prof. Dr. Hanna, W. G. (USA)

Prof. Dr. Medin, H. (Saudia Arabia)

Prof. Dr. Lagowski, J. J. (USA) (Founder)

Prof. Dr. Kandil, N. G. (Egypt)

Prof. Dr. El-Hashash, M. (Egypt)

Prof. Dr. Abdel – Sabour, M. (Egypt)