CHEMICAL EDUCATION REFORM IN THE GLOBAL AGE:SATL VISION

*Ameen F. M. Fahmy, **J. J. Lagowski* Faculty of Science, Department of Chemistry and Science Education Center,

Ain Shams University, Abbassia, Cairo, EgyptE-mail: fahmy@online.com.eg

** Department of Chemistry and Biochemistry, The University of Texas at Austin, TX 78712E-mail: jjl@mail.cm.utexas.edu

Abstract:Globalization has become a reality and we live and survive with its positive and

negative impacts. The wide spread of the systematization in various disciplines and activities including tourism, commerce, economy, security, education etc., has become a reality also.

The systemic approach has evolved in the field of teaching and learning starting in 1997, as a fruitful cooperation between Ain Shams University (Prof. A. F. M. Fahmy) and The University of Texas at Austin (USA) (Prof.J. J. Lagowski). Then the science education center (SEC) at Ain Shams University adopted the method in 2000 and has promulgated its use since then.

SATL is a new way of teaching and learning, based on the idea that nowadays everything is related to everything globally. Students shouldn't learn isolated facts (by heart), but they should be able to connect concepts and facts in an internally logical context.

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 learner. In contrast, we believe it is more difficult to obtain a global view of a collection of linearly arranged concepts than with the systemic representation, which stresses all relationships among concepts.

1-IntroductionThe SATL contribution to chemical education reform was dictated by the

globalization of most human activities; the future of science education must reflect a flexibility to adapt to rapidly changing world needs.

The interest in the chemical education reform has gained great importance internationally. Bodner (1986)[1] reported that the constructivist model of learning is summarized in a single statement "knowledge is constructed in the mind of learner". Taagepera and Noori (2000) [2] tracked the development of student’s conceptual understanding of organic chemistry during a one-year sophomore course. They found that the student's 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.

. Pungente, and Badger 2003[3] stated that the primary goal of 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.

Fahmy and Lagowski since (1998) [4-7] have designed, implemented, and evaluated the systemic approach to teaching and learning chemistry (SATLC).

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SATL is based on the constructivist theory, and Ausubel’s concept of meaningful learning [1,8, 9]

. Within the SATL framework, effective teaching connects isolated ideas and information with global concepts and recognizes that meaning is personal and unique, and that students' understandings are based on their own unique experiences. Constructivist theory posits that learning is affected by the context in which an idea is taught as well as by students' beliefs and attitudes.

Similarly, SATL leads to an effective teaching and learning strategy that is affected by the context in which an idea is taught.

The use of systemics, in our view, will help students to understand interrelationships between concepts in a greater context.

SATL helps students in the development of their cognitive processes such as analysis and synthesis, a condition that is to be desired for chemistry students.

1-1-Why SATL? The SATL technique assures that students attain the major goals of education—

helping them acquire the higher order cognitive skills as described by Bloom’s taxonomy.

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

SATL represents a theme and method of teaching and learning that finds use in all aspects of the modern human condition and the challenges it faces today.

1-2-What is the 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 contract to the usual linear method of teaching the same topics (Fig. 1a).

SATL stands on the holistic vision for phenomena where linking different facts and concepts occurs in a dynamic systemic network.

It helps learners in obtaining a deeper learning experience, improve their understanding, enhance their systemic thinking, and increasing their enthusiasm for learning chemistry, as well as other subjects.

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2-1-SATLC Materials:

We have conducted numerous experiments in which we attempted to establish the effectiveness of SATL methods not only in chemistry, but also in other basic sciences, and medicinal sciences, engineering sciences, and linguistics.

In chemistry, we have conducted a series of successful SATL-oriented experiments, at pre-university, and

university levels of education. We have created SATL units on general, analytical, aliphatic, aromatic, 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.

A list of our SATL studies is given in Table 1, all of which involved the creation of new student learning materials, as well as the corresponding teacher-oriented materials.

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Table (1): SATLC Chemistry Materialsa

Presentation Venue

Duration/DateStudent levelSubject Matter

Presented at the 15th ICCE, Cairo, Egypt, (August, 1998).

(9 Lessons Two weeks) March 1998

Secondary schoolsSATL-

Carboxylic acids and their derivatives(unit)

[10]

Presented at the 3ed Arab conference on SATL (April, 2003).

(15 Lessons - Three Weeks) Oct. 2002.

SATL-Classification of

Elements Unit[11]

Presented at the16th ICCE, Budapest, Hungry, (August, 2000).

One Semester Course: (16 Lects - 32hrs). During the academic years (1998/ 1999-1999/2000-2000/2001).

University Level- Pre-Pharmacy.- Second year, Faculty of Science.

SATL-Aliphatic Chemistry.

(Text book) [12]

Presented at the 7th ISICHC, Alex., Egypt (March, 2000).9th ISICHC Sharm El-sheikh., Egypt(Dec.2004)

(10 Lects. - 20 hrs). During the academic years: (1999/2000-2000/2001).

- Third year, Faculty of Science.

SATL-Heterocyclic Chemistry.

(Text book) [13,14]

Presented at the 17th ICCE Beijing(August 2002

One Semester Lab Course 24hrs (2hr/week)During academic year (2001-2002)

- First year Faculty of Science

From SATL-to Benign Analysis

(5)

a See also (www.satlcentral.com)

Additional SATL-focused chemistry courses were produced by the Science Education Center at Ain Shams University, which are still being tested in various universities and school settings.

3-Nature of Learning and Teaching Processes in SATL:3-1-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.

3-2-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 (vide infra); teachers also facilitate to students’ resolution of decisions and their self –regulation.

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Figure 2:Presentation of the teaching SATL strategy by which the final systemic diagram (SDf) for a subject is “revealed” through the agency of a sequence of systemic diagrams, SD1, SD2, etc.

ب

SDf

SD2SD1Stage (1)

Stage (2)

Stage (3)

)Maximum Unknown Chemical relation(

)All chemical relations are known(

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Educational standards and objectives

3-3-Teaching Strategic plan in SATL:The teaching strategy is itself, systemic. Any course to be taught using SATL

methods involves the development of a systemic diagram (SD0) that has determined as the starting point of the course; it incorporates the prerequisite materials. The course ends with a final systemic diagram (SDf) in which all the relationships between concepts are known (Fig. 2). From SDO through SDf we crossover several systemics with known and unknown relationships (SD1, SD2, etc.).

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We can implement a systemic teaching strategy by designing any course of chemistry, or, indeed, any subject (vide infra), as described in Fig. 2.

4-SATL Experiments:4-1-PRE-COLLEGE EDUCATIONAL LEVEL:

Our experiments probing the usefulness of SATL in learning chemistry at the pre-college level were conducted in the Cairo and Giza school districts [10, 11];

the chemical subjects were SATL-Carboxylic acids and SATL-Classification of Elements. Here we review the details of the latter.

4-1-1-SATL-CLASSIFICATION OF ELEMENTS:Fifteen SATL based lessons in inorganic chemistry taught over a three - week period

were presented to a total 130 students (11). The achievement of these students was then compared with 79 students taught the

same material using the standard (linear) method.

Periodicity of the properties

within periods:

The periodicity of the properties within the horizontal periods is illustrated by the diagram in Fig. 3, and within the vertical groups is illustrated in Fig. 6.

6

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Figure 3. An overview of the periodicity of properties of the elements within the periods used in the experiment.

The diagram of periods (Fig. 3) represent linearly separated chemical relations between the atomic number and atomic radius, ionization energy, electron affinity, electronegativity, metallic and non-metallic properties, and the basic and acidic properties of the elements. The periodicity of the properties through the periods can be illustrated systemically by changing the diagram in Fig. 3 to systemic diagram (SD0-P) Fig. 4.

SD0-P means the starting point for the systemic study of the periodicity of the properties through the periods.

7

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Figure 4. Systemic Diagram (SD0 - P) for the periodicity of properties of the elements within periods.

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

SDf-P means the end point for the systemic study of the periodicity of the properties

through the periods, in which all relation between properties are identified.

Figure 5. Systemic Diagram (SDf - P) for the periodicity of the properties for the elements within a period.

Periodicity of the properties of the elements within the groups:Fig. 6 represents linear separate relations in groups. Periodicity of the properties of the elements within the groups can be illustrated linearly according to Fig. 6.

8

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Electron affinity

Ionization energy

Non-metallic property

Metallic property

Acidic property

Basic property

By increasing the Atomic number in

groups

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Atomic radius

Electron affinity

Atomic radius

Electron affinity

Ionization energy

Non-metallic property

Ionization energy

Non-metallic property

Metallic property

Acidic property

Metallic property

Acidic property

Basic property

By increasing the Atomic number in

groups

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Electronegativity

Figure 6. The linear relationships of the properties within groups.

The periodicity of the properties within groups shown linearly in Fig. 6 is now illustrated systemically in (SDo-G) (Fig. 7).

Figure (7). Systemic Diagram (SD0 - G) for the periodicity of properties of the elements within periodic groups

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

9

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Figure 8. Systemic Diagram (SD2 G) for the periodicity of the properties of elements within periodic groups.

4-1-2-The results of experimentation:The results of a study of the achievement of a control group, taught linearly vs. an

experimental group taught by SATL techniques indicate that a greater proportion of students exposed to systemic techniques achieved at a higher level than did the control group. The overall results are summarized in Figures 9, and 10

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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.

Figure 9. Percent of students in the control groups who succeeded (achieved at a 50% or higher level) . The results from the pre-university experiments lead to the following conclusions that stem from the qualitative data and from surveys of teachers and students, and anecdotal evidence[11].

a. Implementing the systemic approach for teaching and learning using two units of general chemistry within the course has no negative effects on the ability of the students to continue their linear study of the remainder of the course using the linear approach.

b. Teacher's 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.

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

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

4-University Courses:4-1-Aliphatic Chemistry:

We present here the results of a study of the efficacy of systemic methods applied to the usual first semester content of the second year organic chemistry course (16 lectures, 32 hours) at Zagazeg University[12].The details of the transformation of the linear approach usually used to teach the subject matter of this course involves separate chemical relationships among alkanes and other related compounds are shown in Fig. 11. The corresponding systemic diagram appears in Fig. 12. The linear version of teaching this material was presented to a group of students that were the control group in our study. The systemic version was taught to another group of students defined as the experimental group.

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13

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

11

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

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

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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.

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Figure 13. Systemic diagram ( SD1 ) that represents the SATL relationship between the hydrocarbons and derived compounds. The systemic diagram shown in Fig. 13 can accommodate to the chemistries of ethyl bromide and ethanol yielding a new systemic diagram.

The systemic diagrams developed in Figs. 12 and 13 were used as the basis for teaching an organic chemistry course at Zagazeg University, Egypt

. The experiment was conducted within the Banha Faculty of Science, Department of Chemistry with second year students. Forty-one (41) students formed 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.

The examination data for the students participating in the Zagazeg experiment are shown in Figures14, and 15. The examination consisted of questions that represented information that could be obtained from a linear approach as well as questions, the answers to which, could best be understood from a systemic point of view.

The data clearly show the achievement benefits that flow from being taught by SATL methods. The control students had difficulty with systemic-based questions—questions that require higher order thinking skills. However, the reverse was not true; that is, the students in the experimental (SATL) group seemed to be able to answer linear questions with little difficulty.

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Figure 13. The SATL relationship between the hydrocarbons and derived compounds

- Systemic diagram shown in Figure (13) can accommodate to the chemistries of ethyl bromide and ethanol yielding a new systemic diagram.

- 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 (14) and (15) show the final data in terms of student achievement. These data indicate a marked difference between the control and experimental groups

-

15

Figure 14: Average scores for experimental groups before and after intervention.

Figure 15: Average scores for control group before and after intervention.

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4-2-Heterocyclic chemistry: A course on heterocyclic chemistry using the SATL technique was organized and taught to 3rd year students at Ain Shams University[13]. A portion of the one-semester course (10 lectures, 20 hours) was taught to 53 students during the 1999-2000 academic year.

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 (18) summarizes all the significant reactions of pyrrole, the model heterocyclic compound.

We can teach pyrrole in the frame of five membered heterocycles with one heteroatom. The students build up with their teachers the following systemic diagram (SD0) (Fig16).

Fig.16

Then the students build the systemic diagram of pyrrole SD1 (figure 17) on the bases of five membered systemic diagram SD0

17

Z CHO

Z RZ CO 2H Z

Z

O

OZ

O

Z N 2Ph

Z NO 2

Z rB

Z SO 3H

Z COCH 3

noitadixO/ffloW

renehsiKnoitacuder

lCOP /FMD 3

(taeh) O ,HN = Z(eniloniuq/uC) S = Z

edirdyhna(S,O = Z)

citelaM

.der(HN ,O = Z)

/ffloW.der renhsiK

.tE = R

(XgMR) ,HN = Z/enekla (S,O = Z)

OPH 4

,HN = Z

HC (i 3RNOC 2lCOP/ 3cAO aN qa (ii

(SBN) HN = ZrB O = Z 2naxoid/rB S = Z 2HOcA /

C ,O ,HN = Z 6H 5OS-N 3H S = Z 2OS 4

S ,O ,HN = ZONOcA 2/

cA 2O

NhP 2HN = Z

+

(1)

(2)

(3)

(4)(5)

??

?

?

?

0DS

Fig (17): Systemic diagram (SD1) shows known chemical relations between pyrrole and its compounds.- We have the unknown chemical relations between pyrrole compounds (1-8), and should be clarified during the study of pyrrole compounds.

After Study of pyrrole compounds (G = R, CH2OH, CHO, RCO, COOH, AND NH2):The students can modify (SD 1 to SD 2) by adding chemical relations (1 – 8).

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HN

HN

N

HN

HN

HN

NH

HN

HC=R 3

(1)

(3)OHC

lC

?

?noitcudeR.dixO

HC=R 3esabOHCH

031 ocesablCHC 3/

lCOP/FMD(i 3aN.qa (ii 2OC 3

XgMR

(2)(4)

(5)

cA 2,O -01 oc

ONOcA 2

+NhP 2

N 2hP

taeh002 oC

(8)

?

?

?

?

R

HC 2OH

ON 2

rB

OS 3H

`ROC

RNOC`R (i 2lCOP/ 3cAOaN (ii

(iC 6H 5OSN 3

lCH (ii

?

H

?

HN

NH

OC 2HN4

HC 2lC 2/

HC 3iLHN) 4(2OC 3

NHOOC

FHT/SBN

(6)

(7)

+ -

N

N

/ffloWrenhsiK

.der

1 DS1 DS

HN

HN

N

HN

HN

HN

NH

HN

HC=R 3

(1)

(3)OHC

lC

?

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HC=R 3esabOHCH

031 ocesablCHC 3/

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XgMR

(2)(4)

(5)

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ONOcA 2

+NhP 2

N 2hP

taeh002 oC

(8)

?

?

?

?

R

HC 2OH

ON 2

rB

OS 3H

`ROC

RNOC`R (i 2lCOP/ 3cAOaN (ii

(iC 6H 5OSN 3

lCH (ii

?

H

?

HN

NH

OC 2HN4

HC 2lC 2/

HC 3iLHN) 4(2OC 3

NHOOC

FHT/SBN

(6)

(7)

+ -

N

N

/ffloWrenhsiK

.der

1 DS1 DS

Fig (18)

-The data summarized in Table 2 show that students taught systemically improved their scores significantly after being taught by using SATL techniques[14]. Table 2: Percentage increase of students scores.-

Percent increase in student scoresAfter interventionBefore intervention

49.53 %37.32 %Linear questions90.29%21.19%Systemic questions69.1%32.52%Total

These results are statistically significant at the 0.01 level

4-3-Systemics and laboratory instruction: Applying Systemics to laboratory instruction reveals the following advantages, which constitute the principles of benign analysis [5]

* Smaller amounts of Chemicals are used.* Recycling of Chemicals. * Experiments are done with less hazards, and more safety.

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HN

HN

HN

HN

NH

HN

OHClC

dixO

HC 2/O

HOaN

esablCHC 3/

noitalyklAxgMR

ffloW - renhsik

.der

noitartiN

cA 2O -01 C

ONOcA 2

+NhP 2

HC = R 3dica cimorhc ,.dixO

taeh002 c

HC 2HO

ON 2

OS 3H

RNOC`R (i 2lCOP/ 3aN .qa (ii 2OC 3

C (i 6H 5OSN 3lCH (ii

enilakla .qaOnMK 4

lCop/FMD (i ;3(iiaN qa 2OC 3

HN

HN

HN) 4(2OC 3

ordyhOC 2HN 4

NH

ROC`

HNrBHC 2

enarobiD

HC=R 3lCHC,SBN 3xlufer

HC=R 3

HC =R) 3 (sisylordyh

H 2dP/HC =R 3

HBaN 4

HN

HN

HN

gA 2OC 3etileC/ ,HOcA/ATL

NhP 2

OC 2H

N 2hPFHT/SBN

noitanimorb

rB

HC 2lC 2HC / 3iL

051 -002 C

NN

H 2-iN ynaR

R

OnMK 4

aV .p

ahP es

cedbra

ynoitalno

2 DS2 DS

+

(92) giF

* 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 (19)

Figure 19 : 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

- The formulas of chemical species of interest are expressed in the (Figure19) but reagents that bring about these conversions are not given. These reagents are revealed experimentally in a series of reactions shown in systemics (SD0-SD3) (Figure19a-d), which the students can do in the laboratory on a small single sample of the species (A+)

Figure (19-a): SD0 Figure (19-b): (SD1)

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Figure (19-c): SD0 Figure (19-d): (SD1)Figure19.a-d: The Laboratory - based evolutions of the chemistry of species (A+) as performed by students- In Figure 19-d all the experiments of the cycle were done. It is known as (SD-Final). The reactions can be performed in a single test tube on a small sample (<0.5 ml).

The “green chemistry” aspects of this approach involve a very small amount of the reaction-containing species, which is contained in a very small volume. - 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).

ANALYTICAL CLASSIFICATION OF THE METAL IONS- The common metallic ions may be divided, for purposes of qualitative analysis, into a number of groups, which are distinguished according to their particular group reagent. -The group reagents are added systematically to the solution from which the ions of the earlier groups have been removed or absent. - When carrying out the various reactions of cations the student should always aim to keep the volumes and quantities of reagents as small as possible (semi micro technique). - The advantages of semi micro scale technique, especially from the view point of economy of chemicals, apparatus, time and safe environments are so great that it must be strongly recommended to all.

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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).

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

By using (SATL), we expect from our chemistry students:- Making maximum connections between chemistry concepts, elements, compounds,

and reactions. - Recognize which cognitive level they should view in chemistry.- Systemic solutions of any chemical problem in chemistry.- See the pattern of pure and applied chemistry rather than synthesis and reactions.

. References:

[1] Bodner, G. M. Constructivism: A Theory of Knowledge. J. Chem. Edu. 63 (10), 873-78.

[2] Taagepera,M;Noori,S.;J.Chem.Edu.2000,77,1224.[3] Michael,P.;Bagder,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

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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.[7] Fahmy, A.F. M., Lagowski, J. J., Using SATL Techniques to Assess Student Achievement, [18th ICCE, Istanbul Turkey, 3-8, August

[8] Caine, R.N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.

[9] (a) Ausubel, D. P.; Novak, J. D.; and Hariesian H. “Educational Psychology: A

Cognitive View” Reinhart and Winston, New York, 1968. (b) Ausubel, D. P.; Novak, J.

D.; Hanesian, H. “Educational Psychology: A Cognitive View” Holt, Rinehart, and

Winston, New York, 1978.

[10] Fahmy, A.F.M., Lagowski, J.J.; Systemic Approach in Teaching and Learning Carboxylic Acids and Their derivatives, http.//www. salty2k.com/satlc. Html [11] Fahmy, A.F.M., El- Shahat, M.F., Said ,M., Systemic Approach in classification of

elements” Science Education Center, Cairo, Ain Shams University, Cairo, Egypt (2002).

[12]Fahmy, A.F.M., Lagowski, J.J.; “Systemic Approach in Teaching and Learning Aliphatic Chemistry”; Modern Arab Establishment for printing, publishing; Cairo, Egypt (2000).[13] Fahmy, A.F. M.,El-Hashsh,M ., Systemic Approach To Teaching and Learning Heterocyclic chemistry, [9th Ibn Sina International Conference on Pure and Applied Heterocyclic Chemistry, Sharm El-Skeik Dec. 11-14 (2004)]. [14] Fahmy A. F. M., El-Hashash M., “Systemic Approach in Teaching and Learning Heterocyclic Chemistry”. Science Education Center, Cairo, Egypt (1999).

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