APPLICATION OF SATLC IN SECONDARY LEVEL

*A. F. M. Fahmy, ** J. J. Lagowski

* Faculty of Science, Department of Chemistry and Science Education Center,

Ain Shams University, Abbassia, Cairo, EGYPT

E-mail: fahmy@online.com.eg

** Department of Chemistry and Biochemistry The University of Texas at Austin Austin, TX 78712

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

INTRODUCTION

- The interest in the ChemicaI Education reform (CER) has gained great importance internationally Taagepera and Noori (2000) (1) tracked the development of student’s 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 helping

students to construct a knowledge space based on general principles.

-Bonder (1986) reported on the constructivist model of learning, which the summarized in a single statement: “Knowledge is constructed in the mind of the learner” (3)

-Barrow’s (1998) stated that students must be able to fit thenew material into their own mental framework and then build their own understanding (2). This will not be achieved if students learning only at the lower cognitive levels of knowledge and comprehension. Development of their own mental framework requires higher-level cognitive processes such as application, analysis, and synthesis

-We suggest the development of an educational process based on the application of "systemics" named (SATL) (1998), which we believe, will affect both teaching and learning (5) .

The use of systemics, in our view, will help students begin to understand interrelationships of concepts in a greater context, a point of view that ultimately should prove beneficial to the future

citizens of a world that is becoming increasingly globalized.

-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.

- 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 using a concept map-like representation.

-In contrast with the usual strategy (6) of concept mapping, which involves establishing a hierarchy of concepts, our approach strives to create a more-or-less "closed system of concepts cluster which stresses the

interrelationships among concepts ;

Figure 1 illustrates diagrammatically the difference between a linear representation of concepts (1a) and our systemic representation (1b).

ConceptConcept

ConceptConcept

ConceptConcept

ConceptConcept

Fig: 1.b.

ConceptConcept

Fig: 1.a.

ConceptConcept ConceptConcept ConceptConcept

In practice, the systemic approach allows the teacher to build up sequentially a single concept map starting with prerequisite background information required of the student before he/she starts on a systemic approach to learning. Figure 2 shows this strategy for developing the closed cluster concept map involving the five concepts entitled E, F, X, Y, Z.

Figure 2. The evolution of a completed closed concept cluster from a starting point

The instructor has in mind the concept structure shown in Figure 1a, which he/she wants to develop into the closed cluster shown as Figure 1b. The prerequisites are simple bi-directional relationships between the concepts. Thus, initially, there are four unknown (to the student) relationships in the final cluster of concepts (Figure 2). The full closed cluster concept map can be developed in four stages by sequentially introducing the (initially) four unknown concepts. At each step, another part of the final closed concept cluster is added and developed. This process clearly illustrates the systemic constructivist nature of our SATL approach

THE APPLICATION OF SYSTEMICS TO CHEMISTRY INSTRUCTION

A list of SATL studies is given in Table I. All of these studies required the creation of new student learning materials, as well as the corresponding teacher-oriented materials

Presented at the16th ICCE, Budapest, Hungry,

(August, 2000).

One Semester Course: (16 Lects -

32hrs). During the academic

years (1998/ 1999-1999/2000-2000/2001).

SATL-Aliphatic

Chemistry.(Text book)

(8)

Presented at the 3ed Arab conference

on SATL (April, 2003).

(15 Lessons - Three Weeks)

Oct. 2002.

SATL-Classification of

Elements (7)

Presented at the 15th ICCE,

Cairo, Egypt, (August, 1998).

(9 Lessons Two weeks)

March 1998.

SATL-Carboxylic acids and

their derivatives (Unit) (5)

Data Duration / Date

Title of SATLC Material

University Level- Pre-Pharmacy.- Second year,

Faculty of Science.

Pre-University

- Secondary School (2nd

Grade).

Student Sample

Table 1. A list of experiments conducted using the SATL strategy in various aspects of chemistry

- Third year,

Faculty of Science.

SATL-Heterocyclic Chemistry. (Text book)

(9)

(10 Lects. - 20 hrs).

During the academic years:

(1999/2000-2000/2001).

Presented at the

7th ISICHC, Alex., Egypt

(March, 2000).

- Second year,

Faculty of Science.

SATL-Aromatic Chemistry(Text book)

(10)

One Semester Course:

(16 Lects-32 hrs).During academic

years

(2000-2001).

(2001-2002)

In preparation

- First year

Faculty of Science

From SATL-to Benign

Analysis (11)

One Semester Lab Course 24hrs

(2hr/week)

During academic year (2001-2002).

Presented at the 17th

ICCE Beijing(August 2002)

SATL COURSES EVALUATION

-Our evaluation strategy generally involves experimental groups

of students that use SATL materials taught by instructors

trained in SATL methods (Figure 1b) and an equivalent (as far

as background is concerned) control group of students taught by

conventional methods, which are often based on a linear strategy

)Figure 1a(

SATL EXPERIMENT IN SECONDARY LEVEL

-Our initial experiment probing the usefulness of the SATLC to learning chemistry was conducted at the pre-college level in the Cairo and Giza school districts.

-Nine SATL-based lessons in organic chemistry Figure (B) taught over a two-week period were presented to a total of 270 students in the Cairo and Giza school districts; the achievement of these students was then compared with that of 159 students taught the same material using standard

(linear) methods Figure (A). )

I- (SATL CARBOXYLIC ACIDS AND THEIR DERIVATIVES)

I- (SATL CARBOXYLIC ACIDS AND THEIR DERIVATIVES)

Figure.(A):Linearly based teaching and Learning

Figure.(B):Systemic based Teaching and Learning.

-The results indicate that a greater fraction of students exposed to the systemic techniques, the experimental group, achieved at a higher level than did the control group taught by conventional linear techniques.

Figure 3. Percent of students in the experimental classes 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 4. Students in the control classes who succeeded (achieved at a 50% or higher level). The bars indicate a 50% or greater achievement rate before and after the linear intervention.

The experimental group was taught by SATL-trained teachers using SATL techniques with specially created SATL materials, while the control group was taught using the conventional (linear) approach.

II- SATL-CLASSIFICATION OF ELEMENTS

-Our second experiment about the usefulness of SATL to

learning Chemistry at the pre-college level was conducted in the

Cairo and Giza school districts. Fifteen SATL- based lessons in

inorganic chemistry taught over a three - week period were

presented to a total 130 students. The achievement of these

students was then compared with 79 students taught the same

material using standard (linear) method.

.

-We present now the details of the transformation of the usual

linear approach usually used to teach this subject that involves

separate relationships, and the corresponding systemic closed

concept cluster that present the systemic approach.

-The periodicity of the properties within the horizontal

periods is illustrated by the diagram in (Figure 5), and within

the vertical groups is illustrated by the diagram in (Figure 6).

Electronegativity

Atomic radiusElectronaffinity

Ionization energy

Non-metallic property

Metallic property

Acidic property

Basicproperty

By increasing the atomic number in

periods

?? ?

??? ?

?

Figure (5): Periodicity of properties of the elements within the periods

Figure (6): Periodicity of the properties of the elements within the groups

Atomic radius

Electron affinity

Ionization energy

Non-metallic property

Metallic property

Acidic property

Basic property

By increasing the Atomic number in

groups

?? ?

??

? ?

?

Electronegativity

--The previous diagrams of periods and groups 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.

-Systemic relationship is the relation between any concept and

other related concepts.

illustrated systemically by changing the diagram in Figure

(5) to systemic diagram (SD1-P) Figure (7).

-So the periodicity of the properties through the periods can be

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 (7): Systemic Diagram (SD1 - P) for the periodicity of properties

of elements within periods

Also the periodicity of the properties within groups can by illustrated systemically be changing Figure (6) to systemic diagram (SD1-G)

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 (8): Systemic Diagram (SD1 - G) for the periodicity of properties

of the elements within groups

After study of the periodicity of physical and chemical properties of the elements we can modify systemic diagrams (SD1-P) Figure (7) to (SD2-P) Figure (9), for peroids, and (SD1-G) Figure (8), to (SD2-G) Figure (10) for Groups.

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

98

12

16

15

18

20

1

2

10

1719

13 4

6

The oxidation number for

element in its oxide

21

22 23

Figure (9): Systemic Diagram (SD2 - P) for the periodicity of the properties

for the elements within periods

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 (10): Systemic Diagram (SD2 - G) for the periodicity of the

properties of elements within-groups

LINEAR AND SYSTEMIC PERIODS

In the periodic table the graduation in properties are studied in a linear method from left to right increasing or decreasing.

e.g: In period (2): The linear graduation of the properties in the second period starting from lithium to neon increasing or decreasing.

Li Be B C N O F Ne

Linear Period (2)

But in systemic period: The graduation in the properties are studied systemically starting from any element in the period to any other element as shown in the Figure (11) .

N

Be

B

CO

F

Ne?

?

?

??

?

?

? Li

Figure (11): Systemic period (2) (?)it shows increasing or decreasing in the given property on moving from one

element to another through the systemic period.

The systemic period is characterized from the linear period in the following:1- Find a relation between any element of the period and all the other elements.

2- Solve the abnormality in the periodicity of some of the properties. Because it finds the relation between each element and the next element in a certain property till the end of the period.

      In the Linear Approach:

The electron affinity increases by increasing atomatic number with the exception of Beryllium and nitrogen and Neon.

Li Be B C N O F Ne

-58.5

+66 -29 -121

+31 -142

-332

+99

         

  (abnormal)     (abnormal)     (abnormal)

      In the case of systemic Approach:

The relation takes place between any two elements from the point of electron affinity as shown in Figure (12) .

N+31

Be+66

B-29

C-121

O-142

F-332

Ne+99

increases

Li-58.5

increases

increases

increasesincreases

increases

increases

decreases

decreases

decreases

decreases

Figure (12): Periodicity of electron affinity in period (2)

      Notice:As the (-ve) value increases the amount of energy released increases so the electron affinity increases.

Generally the systemic period (SD-P) can be drawn as follow.

LINEAR AND SYSTEMIC GROUPSThe graduation in the properties trough groups in the periodic table are studied in linearity from top to bottom as shown in Figure (14).

 

EP2  

EP3  

EP4 Increasing Or decreasing

EP5  

EP6 E = element

EP7 P = period

EP1

Figure (14): Linear Group

EG VS2P3

EG IIS2

EG IIIS2P1

EG IVS2P2

EG VIS2P4

EG VIIS2P5

EG VIIIS2P6

EGIS1

?

?

?

?

???

??

?

?

E = element G = group

)?) = Increasing or

decreasing

But in case of systemic group the graduation in the properties are to be studied systematically.

Starting from any element to another. It can be represented by the following systemic diagram (SD-G) Fig (15) .

Figure (15): Systemic Group

EP3

EP4EP5

EP6

EP7

?

?

?

?

?

?

? EP1

EP2

?

??

)?) = Inereasing or decreasing

The characteristics of systemic groups are the same as systemic periods

      Example:

K

RbCs

Fr

Li Na(a.r.) increases.

Prop. (2-3) decreases

(a.r.) increases.Prop. (2-3) decreases

(a.r.) increases.Prop. (2-3) decreases

(a.r.) increases.Prop. (2-3) decreases

(a.r.) increases.Prop. (2-3) decreases

1- (a.r.) decreases.2- (I.P.) increases.

3- Electronegativity increases

Figure (16): Periodicity of Properties of (atomic radius - Ionization potential - Electronegativity) through systemic group (SG-1).

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 techniques. The overall results are summarized in Figures (17 and 18).

47

15

0

21

10088

56

92

0

20

40

60

80

100

120

BeforeAfterEltabary

Roxy "boys"Nabawia

Mosa"girls"Gamal Abedel Naser "girls"

all the exp.(group)

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

8 70

5

64

13

3946

010

20

30

40

50

60

70

BeforeAfter

Eltabary Roxy "boys"

Nabawia Mosa"girls"

Gamal Abedel Naser "girls"

all the control(group)

Figure 18: 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.

Our results from the SECONDARY LEVEL experiment point to a number of conclusions that stem from the qualitative data (5, 7), from surveys of teachers and students, and from anecdotal evidence.

1.  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. Moreover, teacher 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.

2.  Teachers from different experiences, professional levels, and ages can be trained to teach by the systemic approach in a short period of time with sufficient training. The training program in systemics seems to impact teachers performances during the experiment. Thus, virtually any teacher with appropriate training and teaching materials can use SATL methods. 3. After the experiment both teachers and learners retain their understanding of SATL techniques and continue to use them.

*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 globally.

CONCLUSIONCONCLUSION

Literature CitedLiterature Cited

)1(Taagepera, M.; Noori, S.; J. Chem. Educ. 2000, 77, 1224

Barrow, G. M.; J. Chem. Educ. 1998, 75, 541.(2)

)3(Bodner, G. M.; J. Chem. Educ. 1986, 63, 873

Michael, P., Badger R., J. Chem. Edu. 2003, 80, 779.(4)

)5(Fahmy, A. F. M.; Lagowsik. J. J.; J. Chem. Educ. 2003, 80, (9), 1078

[)6(a ]Novak, J. D. and Gowin, D. B., Learning How to Learn; Cambridge University Press: Cambridge, 1984 .

b[ Novak, J. D., Learning, Creating and Using Knowledge; Lawrence Erlbaum, Associates: Mahwak, New Jersey, 1998 and references therein

7(Fahmy, A. F. M., El-Shahaat, M. F., and Saied, A., International Workshop on SATLC, Cairo, Egypt, April (2003)

)8(Fahmy, A.F.M., Lagowski, J.J.; Systemic Approach in Teaching and Learning Aliphatic Chemistry; Modern Arab Establishment for printing, publishing; Cairo, Egypt (2000)

)9(Fahmy A. F. M., El-Hashash M., Systemic Approach in Teaching and Learning Heterocyclic Chemistry. Science Education Center, Cairo, Egypt (1999)

)10(Fahmy A. F. M., Hashem, A. I., and Kandil, N. G.; Systemic Approach in Teaching and Learning Aromatic Chemistry. Science, Education Center, Cairo, Egypt (2000)

)11(Fahmy, A. F. M.; Hamza M. S. A; Medien, H. A. A.; Hanna, W. G., M. Abedel-Sabour; and Lagowski; J. J.; Chinese J. Chem. Edu., 23 (12) 2002, 12, 17th IEEC, Beijing August (2002)