USING SATLC TECHNIQUES TO ASSESS STUDENT ACHIEVEMENT IN HETEROCYCLIC CHEMISTRY 2007 A. F. M. Fahmy Faculty of Science, Department of Chemistry and Science Education Center, Ain Shams University, Abbassia, Cairo, EGYPT

 Good chemistry teaching  Good chemistry teaching  If their is no Teaching Chemistry their is no Chemistry  If their is no Teaching Chemistry their is no Chemistry excellent chemistry research

 INTRODUCTION:  Chemical Education Reform (CER) has gained great importance internationally in the Global age.. TTaagepera and Noori (2000) tracked the development of student’s conceptual under- standing 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.  SATLHC:

 The authors concluded that instructors should spend more time making effective connections, helping students to construct a knowledge space based on general principles.  Fahmy, A. F. M. (Egypt), and Lagowski, J. J. (USA) suggested an educational process based on the application of “Systemics” named (SATL) (1998).

 SATL help students in development of their mental framework with higher – level of cognitive processes such as analysis and synthesis, which is very important requirement in the learning of our chemistry students.  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: 1a: Linear representation of concepts concept Fig: 1b: systemic representation concept

 A list of SATLC materials were produced in Egypt. e.g.:  SATL General Chemistry for Secondary Schools.  SATL Aliphatic, Aromatic, and Heterocyclic Chemistry for University Level.  SATL and Benign analysis (Lab course).  SATL in practical Organic Chemistry (Lab Course).

 Linear VS Systemic Study in Heterocyclic Chemistry:  Linear study in heterocyclic chemistry means servay study on the reactivity of the heterocyclic nucleus to give products in a separate chemical reactions (Alkylation, acylation, Nitration, Sulphonation, formylation, …etc).  Systemic study in heterocyclic chemistry means servay study on the reactivity of both heterocyclic nucleus and their functional groups and all possible chemical relations, and applications (Fig. 2).

SATLHC Pure Applied [LATLHC] Z Het. X Z Y Z E Z F X,Y,E,F [SATLHC] Z = N, O, S (Functional Groups) Z Het. - Pharmaceuticals - Food Additives - Plant growth regulators - Insecticides - Herbicides - Corrosion Inhibitors - Super conductors. - Dyes - Photographic materials etc..) - Polymers - Synthesis - E-Substitution - Nu-Substitution - Addition - Cycloaddaition - Ring Opening - Het. Int. Conversion - ANRORC Fig (2) Mission & vision Educational Standards & objectives Mission & vision Educational Standards & objectives

 We started teaching of any course by Systemic diagram (SD0) that has determined the starting point of the course, and we ended the course with a final systemic diagram (SDf) and between both we crossover several Systemics (SD1, SD2,…..) Fig (3): Systemic teaching strategy Systemic Teaching strategy SD0 SDf SD2 SD1 Stage (1) Stage (2) Stage (3) (maximum Unknown chemical relation) (All chemical relations are known) (?) ()() ()() ()() ()() ()() ()() ()() ()() ()() Educational standards and objectives Educational standards and objectives

Pyrrole  We can teach pyrrole in the frame of five membered heterocycles with one heteroatioms. The students build up with their teachers the following systemics.

 Systemic diagram (SD2) 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.

The students can modify (SD 2 to SD 3) by adding chemical relations (1 – 8).  After Study of pyrrole compounds (G = R, CH 2 OH, CHO, RCO, COOH, NH 2 ):

We use SATL techniques to create assessment items that not only reflect the SATL strategy of instruction, but, perhaps, also probe other aspects of student knowledge that might be learned during the classical linear method of instruction. Various shapes of objective tests (OT) were designed through the SATL philosophy SATL To Assess Student Achievement:

Traditional objective tests (TOT) are very good instrument examining recall of information and application of terms but cannot assess learning beyond comprehension. systemic objective tests (SOT) can challenge students and test higher learning levels (Analysis, Synthesis, Evaluation). Bloom’s taxonomy of educational objectives is a useful starting point for categorize cognitive levels of the objective test.

Table (1): Bloom’s taxonomy of skills required at each cognitive level. - Application of methods, theories, concepts to new situations to solve problems. Application  Interpretation of information. - Grasping meaning. Comprehension  Recall of information. Knowledge Skills DemonstratedCognitive Level

- Identification of patterns - Recognition of components and their relationships. Analysis - Put together parts to form a whole. - Use old ideas to create new ones. - Organize and relate knowledge from several areas. - Draw conclusions, predict. Synthesis - Make judgments. - Assess value of ideas, theories. -Compare and discriminate between ideas. - Evaluate data. Evaluation

There are number of ways in which systemic objective tests (SOT) can be used in a module, namely formative, summative, and diagnostic tests. Formative Systemic Objective Tests (FSOT): can be used to motivate learning, and enable teachers to monitor the progress in the students cognitive structures. Summative Systemic Objective Tests (SSOT): can be used to test the range of the student’s knowledge of the course material, and their ability to fit the new material into their own mental framework. Systemic Diagnostic Objective Tests (SDOT): can be used to identify student’s prior cognitive structure in the subject area and enable teachers to modify the course content to suit the students needs before course begin.

 QUESTION TYPES of (SOT): There are six types of systemic questions, used in (SOT ). 1-Systemic Multiple Choice Questions (SMCQs). 2- Systemic Multiple Response Questions (SMRQs). 3-Systemic True False Questions (STFQs) 4-Systemic Matching Questions (SMQs) 5-Systemic Ranking Questions (SRQs) 6-Systemic Sequencing Questions (SSQs)

I - Systemic Multiple Choice Questions (SMCQs)  MCQs are the traditional choose of one from a list of possible answers.  (SMCQs) are choose of one systemic from a list of possible systemics.  Each systemic represents at least three chemical relations between heterocycles.

Q1: The Systemic diagram represents the correct chemical relations is one of the following:  Put (  ) in front of the correct systemic diagram: Answer: C (  )

Q2: The Systemic diagram represents the chemical relations between Pyrrole, 2-Methylpyrrole, 2- Formylpyrrole, and 2-Carboxypyrrole is one of the following. Answer: a (  )

II - Systemic Multiple Response Questions (SMRQs)  (MRQs.) Multiple response questions involve the selection of more than one answer from a list.  (SMCQs) involve the selection of more than one correct systemic from a group of systemics.

1- Systemics represent the correct chemical relations are:  Put (  ) in front of the correct systemic diagrams:

Answer: b, d (  )

III - Systemic True / False Questions (STFQs)  (TFQs) require a student to assess whether a statement is true or not.  (STFQs) require a student to assess whether a systemic is true or false. This means that the student assess systemic relations between concepts, rather than concepts.

 Which of the following systemics are true and which are false:

Answer: True systemics are (b, d, f) (  )

MQs: Matching questions involve linking items of list (I) to items in the list (II). (SMQs): Involve linking systemics in the list (I) to one systemic in the list (II). Systemic Matching Questions (SMQs)  Link systemics from list (I) to one of the systemics in list (II):

 Examples: Link systemics from list (I) to one systemic in list (II): Q1

Q2

Systemic Ranking Questions (SRQs) RQs: Require a student to relate items in one column to one another, and can be used to test knowledge of sequences. (SRQs): Require a student relate items in one column to items in another column, and then used to test knowledge of sequences in a systemic.

SQs: Sequencing questions require the student to position text or graphic objects in a given sequence. (SSQs): require the student to position the text or graphic objects in a given systemic sequence. Systemic Sequencing Questions (SSQs) Q) Arrange the following compounds in the right places in the following (SD.): N H,, N H CHO CH 3 N H N, H COOH N H NO 2, Example: CH 3 MgX LTA/ AcOH  Oxid alk. KMnO Chromi c acid Heat 200  C

 By using (systemic assessement), we expect from our students in heterocyclic chemistry : -Making maximum connections between chemistry concepts, compounds, and applications. -View heterocyclic chemistry from a more global perspective. - View the pattern of pure and applied heterocyclic chemistry rather than synthesis and reactions of heterocycles. - Systemic solutions of any chemical problems in heterocyclic chemistry (Analytic, Synthetic). -Recognize which cognitive level they should view in the heterocyclic chemistry.

 References: (2) 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]. (3) 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]. (4) Fahmy, A. F. M., Lagowski, J. J; Systemic Reform in Chemical Education An International Perspective, J. Chem. Edu. 2003, 80 (9), (5) Fahmy, A.F. M., Lagowski, J. J., Using SATL Techniques to Assess Student Achievement, [18th ICCE, Istanbul Turkey, 3-8, August 2004]. (1) Taagpera, M. Noori, S.; J. Chem. Educ. 2000, 77, 1244.

(7) Fahmy, A.F. M., Lagowski, J. J., Systemic Approach To Teaching and Learning Five-membered Heterocycles, [9th Ibn Sina International Conference on Pure and Applied Heterocyclic Chemistry, Sharm El-Skeik Dec (2004)]. (8) Fahmy, A.F. M., Lagowski, J. J., Systemic multiple choice questions (SMCQs) in Chemistry [19th ICCE, Seoul, South Korea, August 2006]. (6) Fahmy, A.F. M., El-Hashash, M., Systemic Approach To Teaching and Learning (SATL) Three-and Four-membered rings, International Conference on Heterocyclic Chemistry, Jaipur, India (Dec. 2001) [Heterocyclic Chemistry, RBSA Publishers, Jaipur, India (2004)].

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