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Luxor -Egypt, Nov. 2010

CHEMICAL EDUCATION REFORM IN THE GLOBAL ERA: SATL AS A NEW TREND IN CHEMICAL EDUCATION. Ameen F. M. Fahmy*, J.J.Lagowski** * Faculty of Science, Department of Chemistry,Ain shams University, Abbassia, Cairo, Egypt

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Luxor -Egypt, Nov. 2010

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  1. CHEMICAL EDUCATION REFORM IN THE GLOBAL ERA: SATL AS A NEW TREND IN CHEMICAL EDUCATION 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

  2. If There is no Teaching Chemistry Their is no Chemistry • Good Teaching Excellent Research

  3. SATL AS NEW TREND IN THE GLOBAL AGE - INTRODUCTION. - THEORITICAL BASES OF SATL. • - SATL-EXPERIMENTS. • - CONCLUSION. • - SELECTED SATL-CONFERENCES • &WORKSHOPS.

  4. INTRODUCTION: • After the wide spread of systematization • in various activities including tourism, commerce, • economy, security, education, health etc.., • AND • Afterglobalizationbecame a reality that • we live and survive with its positive and negative • impacts on our life. • AND • After current educational Systems deals quite intensively with the impact of the“globalization“ • on educational planning and decision making. • So, SATL became a must.

  5. 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

  6. Taagepera and Noori (2000) (2) tracked the development of students conceptual understanding of organic chemistry during a one-year sophomore course. They found thatthe students knowledge base increased as expected, but their cognitive organization of the knowledge was surprisingly weak. The authors concluded thatinstructors should spend more time making effective connections, helping students to construct a knowledge space based on general principles.

  7. 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). Fahmy and Lagowski (4-7) have designed, implemented, and evaluated the systemic approach to teaching and learning chemistry(SATLC) Since (1998). SATLis based on the constructivist theory, and Ausubel’s concept of meaningful learning [8, 9]

  8. Why SATL IN CHEMICAL EDUCATION? • SATL Tecnique; • Help studentsto 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 evaluationthat include outputsstudent learning results) in addition toinputs(the observation of teachers in their classrooms.

  9. 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).

  10. concept concept concept concept Fig: 1a: Linear representation of concepts concept concept concept concept Fig: 1b: systemic representation of concepts

  11. Correct Systemic Cognition Correct Systemic Cognition Correct Systemic Cognition Correct Systemic Cognition T. Q. T. Q. T. Q. T. Q. Systemization Systemization Systemization Systemization Constructivism Constructivism Holism Holism Holism Constructivism Holism Constructivism High High (SATL) (SATL) High Positive Positive High Selectivity Selectivity Multi Vision Multi Vision (SATL) (SATL) Positive Selectivity Selectivity Multi Vision Multi Vision Skills Skills Positive Attitudes Attitudes Skills Skills Attitudes Attitudes Integration Integration Dynamics Dynamics Integration Dynamics Dynamics Integration Continuity Continuity Continuity Continuity Dual Feed Dual Feed Dual Feed Dual Feed Systemic Thinking Systemic Thinking Systemic Thinking Systemic Thinking • Theoretical bases of the SATL - SATL was based on the systems analysis and theory of constructivism. The following systemic diagram illustrates the criteria& product of learning by SATL.

  12. 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.

  13. 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.

  14. (?) () () () Stage (2) SD1 SD2 Stage (1) Stage (3) () () (?) (?) () (?) () () SD0 SDf Educational standards and objectives (?) (?) () () (All chemical relations are known) (maximum Unknown chemical relation) Systemic teaching strategy • 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,…..) Figure: 2

  15. SATL Experiments in Egypt • We have conducted numerous experiments in EGYPT • which 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, …… - 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 theSATLapproach on an experimental basis.

  16. 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). PRE-COLLEGE EXPERIMENTS 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). SATL-CLASSIFICATION OF ELEMENTS Fifteen SATLbased 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.

  17. Electronegativity Electronaffinity Atomic radius ? ? ? By increasing the atomic number in periods ? ? ? ? ? Basicproperty Non-metallic property Ionization energy Acidic property Metallic property Figure (3): Periodicity of properties of the elements within the periods

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

  19. Electronegativity 8 9 ? ? 6 Electron affinity Ionization energy ? 7 ? 3 ? 5 16 ? ? 15 Atomic radius 12 ? ? 2 11 ? ? ? 14 Metallic property Non-metallic property ? ? 1 4 13 10 ? ? By increasing atomic number within the periods ? 20 ? ? 18 ? 17 19 Basic property Acidic property Amphoteric property Figure (4): Systemic Diagram(SD 0- P)for the periodicity of properties of elements within periods

  20. Electronegativity 8 9 6   Electron affinity Ionization energy  7  3 16  5 12   Atomic radius 15   2 14  11   Non-metallic property Metallic property  1   4  13 10 By increasing atomic number within the periods    18 20  17 19 Basic property Acidic property 21  Amphoteric property 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. 22   The oxidation number for element in its oxide 23 Figure(5 ):Systemic Diagram(SDf - P)for the periodicity of the Properties for the elements within periods

  21. Electronegativity ? ? ? By increasing the Atomic number in groups ? ? ? ? ? Basic property Electron affinity Atomic radius Non-metallic property Ionization energy Acidic property Metallic property • Periodicity of the properties of the elements within the groups Figure (6): The linear relationships of the properties within groups.

  22. Electronegativity 8 9 6 ? ? Electron affinity Ionization energy ? 7 ? 3 ? 5 16 12 ? 2 15 Atomic radius ? ? ? ? 14 11 ? ? Metallic Property Non-metallic property ? 13 1 4 10 ? ? ? By increasing Atomic numberwithin the groups 18 ? ? 20 Basic Property Acidic property HX ? 19 ? 17 Also the periodicity of the properties within groups can be illustrated systemically be changing Figure (7) to systemic diagram (SD0G) Figure(8). Figure (7): Systemic Diagram(SD0 - G)for the periodicity of properties of the elements within groups

  23. After studying the periodicity of physical and chemical properties of the elements we can modify (SD0-G) Figure (7) to(SDf-G) Figure (8). Electronegativity 8  9 6  Electron affinity Ionization energy  7  3  5 12  2 16 15 Atomic radius     14 11   Metallic Property Non-metallic property   13 1 4  10  By increasing Atomic number within the groups 20 18   19 17 Basic Property Acidic property HX   Figure (8):Systemic Diagram (SDf - G) for the periodicity of the properties of elements within groups

  24. -The results of experimentation 120 100 92 100 88 80 56 60 47 40 21 15 20 0 Before After 0 all the exp. (group) Eltabary Roxy "boys" Nabawia Mosa"girls" Gamal Abedel Naser "girls" 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

  25. 70 64 60 46 50 39 40 Before After 30 20 13 8 7 5 10 0 0 all the control (group) Nabawia Mosa"girls" Gamal Abedel Naser "girls" Eltabary Roxy "boys" 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.

  26. After the experiment both teachers and learnersretain their understanding of SATL techniques and continue to use them. Teachers feedbackindicated that the systemic approach seemed to be beneficial when the students in the experimental group returned to learning using the conventional linear approach. Teachers from different experiences, and ages can be trained to teach by the systemic approach in a short period of time with sufficient training. The results from the pre-university experiment point to a number of conclusions: students taught systematically improved their scores significantly after being taught by using SATL techniques.

  27. 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). UNIVERSITY EXPERIMENTS I-ALIPHATIC CHEMISTRY

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

  29. 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.

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

  31. Expanding the chemistry of acetylene converts the systemic diagram(SD1) inFigure (13) to (SD2) shown inFigure (14) . Figure 14. The SATL relationship between the hydrocarbons and derived compounds

  32. 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 basisfor 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) studentsin 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 ).

  33. -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

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

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

  36. 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. HETEROCYCLIC CHEMISTRY

  37. Figure 17.The classic linear relations involving chemistry of furan

  38. 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) Figure18:Systemic organization of the furan chemistry

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

  40. Percent increase in student scores The data summarized in Table 2show that students taught systematically improved their scores significantly after being taught by using SATL techniques.. Before intervention After intervention Linear questions 37.32 % 49.53 % Systemic questions 21.19% 90.29% Total 32.52% 69.1% Table 2.Percentage increase in student scores. These results are statistically significant at the 0.01 level.

  41. 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.

  42. 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, • asystemic approach has been developed that focuses attention on individual species(Figure 20)

  43. Applying this approach to laboratory instructionallows students to experience the colors of chemical species, their solubility characteristics, and their redox behavior. 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. we have created. Qualitative benign analytical chemistry coursefor 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).

  44. Exp. 1 A+X- Exp. 4 (?) (?) A+E- A+Y- (?) (?) Exp. 3 Exp. 2 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.

  45. Pb++ Pb++ Exp.1 Na2C2O4 HNO3 HNO3 Recycling (?) () () Nitrate Salt Nitrate Salt (White ppt.) Lead Oxalate (White ppt.) Lead Oxalate (Yellow ppt) Lead iodide (Yellow ppt) Lead iodide i) HNO3 ii)NH4OH i) HNO3 ii) KI (?) Exp.4 (?) Exp.2 () () Exp.3 (White ppt) Lead hydroxide (White ppt) Lead hydroxide () (White ppt) Lead carbonate (White ppt) Lead carbonate i) HNO3 ii) Na2CO3 (?) (SI -1 - Plane) (SI -1 - Final) Systemic Investigation of [Pb++] (SI-1): Lead Cycle The students follow the plane (SI-1) to investigate (Pb2+) in a series 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).

  46. Exp. 1 Na2SO3 Ag+ Silver nitrate. (White ppt.) Silver sulphite. Ag+ Silver nitrate. (White ppt.) Silver sulphite. () (?) Recycling i) HNO3 ii) Na2CO3 (?) Exp. 2 () HNO3 HNO3 (White ppt.) Silver phosphate (White ppt.) Silver carbonate (White ppt.) Silver phosphate (White ppt.) Silver carbonate () Exp. 3 (?) i) HNO3 ii) Na3PO4 (SI-2 Plane) (SI-2 Final) 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).

  47. Salts Amount required (gm / 50 Students) Classic Scheme Solid/ (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 12.0 200 15.0 Co(NO3)2.6H2O CdCl2 5H2O 150 13.5 BaCl2.2H2O 200 12.0 MgSO4.7H2O 200 12.0 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)

  48. RESULTS OF EXPERIMMENTATION The results, of experimentation indicate that; - agreater 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. -

  49. CONCLUSION *SATLCimproved the students ability to view the chemistry from a more global perspective. *SATLChelps the students to develop their own mental framework at higher-level cognitive processes such as application, analysis, and synthesis. *SATLCincreases students ability to learn subject matter in a greater context. *SATLCincreases the ability of students to think Systemically. * Helping students to see the pattern of pure and applied chemistry rather than isolated concepts, and facts . -

  50. CONCLUSION *SATLCHelping students to see the pattern of pure and applied chemistry rather than isolated concepts, and facts . *SATLCin Egypt could be used as a successful Model for teaching and learning Chemistry in other African countries. *

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