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

If There is no Teaching Chemistry Their is no Chemistry Good Teaching Excellent Research

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

INTRODUCTION: 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. After current educational Systems deals quite intensively with the impact of the “globalization“ on educational planning and decision making. So, SATL became a must.

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.

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

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 Fig: 1b: systemic representation of concepts

Correct Systemic Cognition 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. T. Q. Systemization Continuity Dual Feed (SATL) Dynamics Integration Holism Constructivism Positive Attitudes High Skills Correct Systemic Cognition Systemic Thinking Selectivity 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.

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

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 the SATL approach on an experimental basis.

PRE-COLLEGE EXPERIMENTS SATL-CLASSIFICATION OF ELEMENTS 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 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. 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).

Non-metallic property By increasing the atomic number in periods Electronegativity Atomic radius Electronaffinity 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 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 systemically by changing the diagram in figure (4) to systemic diagram (SD0-P) figure (5).

By increasing atomic number within the periods 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

Figure(5 ): Systemic Diagram (SDf - P) for the periodicity of the 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. 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 11 14 9 8 12 16 15 18 20 1 2 10 17 19 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

Non-metallic property By increasing the Atomic number in groups 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 Figure (6): The linear relationships of the properties within groups.

Non-metallic property By increasing Atomic number 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 1 4 6 Figure (7): Systemic Diagram (SD0 - G) for the periodicity of properties of the elements within groups

Non-metallic property By increasing Atomic number within the 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). 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 1 4 6 Figure (8): Systemic Diagram (SDf - G) for the periodicity of the properties of elements within groups

-The results of experimentation 47 15 21 100 88 56 92 20 40 60 80 120 Before After 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

Gamal Abedel Naser "girls" 8 7 5 64 13 39 46 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.

The results from the pre-university experiment point to a number of conclusions: 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. Teachers from different experiences, and ages can be trained to teach by the systemic approach in a short period of time with sufficient training. After the experiment both teachers and learners retain their understanding of SATL techniques and continue to use them. 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.

After using the diagram shown in Fig 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.

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

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

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.

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

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. 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 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).

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.

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). (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 Lead carbonate Na2C2O4 i) HNO3 ii)NH4OH ii) Na2CO3 () ii) KI Recycling (SI -1 - 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). (White ppt.) Silver phosphate Silver sulphite. Silver carbonate Exp. 1 Exp. 2 Exp. 3 HNO3 Ag+ Silver nitrate. (SI-2 Plane) (?) Na2SO3 i) HNO3 ii) Na2CO3 (SI-2 Final) () Recycling ii) Na3PO4

Amount required (gm / 50 Students) 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 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 13.5 NiCl2.6H2O 12.0 Co(NO3)2.6H2O 15.0 CdCl2 5H2O 150 BaCl2.2H2O MgSO4.7H2O

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. -

CONCLUSION *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 . -

CONCLUSION *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. *

WORKSHOPS ON SATL SELECTED CONFERNCES & Organized By: 1- 15th International Conference on Chemistry Education (15th ICCE) IUPAC Organized By: Chem. Dept., Faculty of Science, Ain Shams University & UNESCO office Cairo, and IUPAC. (Aug. 1998), Cairo, Egypt 2 - Workshop on: "Systemic Approach in Teaching and Learning Chemistry" for Teachers and Experts from Cairo, and Giza Organized By: Chem. Dept., Faculty of Science, Ain Shams University (Feb. 1998), 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). 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

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

12-Pakistanis School on SATLC, 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)

Literature (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.

(7) Fahmy, A. F. M. , Lagowski, J. J (7) Fahmy, A.F. M., Lagowski, J. J., Systemic multiple choice questions (SMCQs in Chemistry [19th ICCE, Seoul, South Korea, 12-17 August 2006]. (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) (10) Fahmy A. F. M., El-Hashash M., “Systemic Approach in Teaching and Learning Heterocyclic Chemistry”. Science Education Center, Cairo, Egypt (1999)

SATLC-Research Group Prof. Dr. Lagowski, J. J. (USA) (Founder) Prof. Dr. Hashem A. F. (Egypt) Prof. Dr. El-Shahat, M. T. (Egypt) Prof. Dr. Kandil, N. G. (Egypt) Prof. Dr. El-Hashash, M. (Egypt) Prof. Dr. Abdel – Sabour, M. (Egypt) Prof. Dr. Hanna, W. G. (USA) Prof. Dr. Medin, H. (Saudia Arabia) Dr. Hamza, S. M. (Egypt)                                                           ) Mrs. Said, A. (Egypt