1. THE USE OF SYSTEMIC APPROACH IN TEACHING AND LEARNING CHEMISTRY FOR 21 st CENTURY(SATLC) ** A. F. M. Fahmy,* J. J. Lagowski ** Department of Chemistry and Biochemistry The University of Texas at Austin Austin, TX 78712 E-mail: jjl@mail.cm.utexas.edujjl@mail.cm.utexas.edu *Faculty of Science Department of Chemistry and Science Education Center, Ain Shams University Abbassia, Cairo, EGYPT E-mail: fahmy@online.com.eg

2. Introduction  On reaching the 12st century and with the development of communication media and the ease of information flow, the world seemed to be living in a small village full of developed and complicated information.  The new century generation have challenges that is difficult and numerous, either to find his place in this universe or the international flood of science and knowledge will take him away.

3.  So it is a must to make a revolution in our methods of teaching. So that to create a recognized generation for what is going on around the world, and at the same time does not miss his identity. A generation that is able to see the whole and not to miss some parts of it.  All that made us stop for a while and think a lot about our education reality, then ask if we want really an educational system reaching for requirements of the 21 st century? or a system just to qualify the students for succeeding in exams?  Our education reality now leading in most circumstances to teaching concepts or issues of any subject that is separated so that to lead at the end to quantity of knowledge unconnected to itself or with the environment.

4.  This education reality leads to graduation of generations that most of them think in a linear way separated from the total outlines that is systemic.  We want as we are crossing to the 21st century to reach by our educational system from linearity to systemic. So we searched for an educational system growing the systemic way of thinking of students that is one of the most important characteristics of gullibility.

5. Because Teaching Methods are the core of the Systemic Educational Cycle (SEC). Systemic Educational Cycle (SEC) Why We Start with Changing Teaching Methods ? Content Final evaluation Continuos evaluation Teaching methods Teaching aids Teaching aids Aims

6. What is meant by the systemic approach in teaching and learning It means study of concepts or issues through interacted systems in which, all relationships between concepts and issues are clear. This making the student able to coordinate what is studied previously and what will be studied in any stage of learning through a specific and clear plans to prepare him for a specific subject or a specific branch.

7. issue or concept issue or concept issue or concept issue or concept issue or concept issue or concept issue or concept issue or concept issue or concept issue or concept Figure illustrate the idea of Systemic Approach of Teaching and Learning (SATL).

8. Linear VS Systemic Approach in Teaching and Learning Linear approach in teaching and learning (LATL) means teaching concepts in a sequential manner. Concept (1) Concept (1) Concept (2) Concept (2) Concept (4) Concept (4) Concept (3) Concept (3) However, systemic approach in teaching and learning chemistry (SATL) means teaching concepts in an interacted system, i.e. study concepts in terms of interacting relations between them.

9. Concept Systemic approach in teaching and learning (SATL) was used in teaching cycles in nature, and in human body.

11. Systemic Interaction of Learning Domains We have to link the different learning domains “cognitive, psychomotor, affective”, and not putting emphasis on one domain, at the expense of the other domains. barrier Concept Fact For cognitive domain Fact Concept

12. Cognitive domain Psychomotor Affective domain Proposed systemic form For psychomotor domain Skill barrier Linearity in each domain attitudes Values for affective domain Systemic form for all domains

13. Why systemic approach in teaching and learning (SATL) Why systemic approach in teaching and learning (SATL) We are living in the era of globalization in which we see the global Policies, Economy, Culture, Media and Architecture..... etc. is a reality constitute a new world system. So countries must hurry to prepare generations able to interact positively with the new international system. This positive interaction cannot be reached except by using new method that is to grow the skills of systemic creative thinking that sees the issues from multiple point of view. 1- Globalization

14. The world now is living in a serious environmental problems in the industrial and developing countries. This is due to the wrong human interaction in the environmental system without consciousness. Here we have to stop for a while and ask a lot: why do the man behave like that towards his environmental system ? Here we ask: who is responsible for that ? is the educational systems that graduate generations unable to interact positively with the environment? and here the answer is yes because the world is constituted from balanced environmental systems (cycles) which constitute by its total the ecosystem that we live in. 2- Environmental problems

15.  And the man who interacts with the environmental systems is prepared in most of what he learned linearly. This means linear interaction of man with systemic environment makes high troubles in the environmental system. We seek from the educational systems to graduate generations having the ability to interact positively with the environmental systems. 3- Wrong interaction with our body systems the human body is an interacting system constitute at the end the balance that happens inside his body. In many times man behave in a wrong manner harms his health such as taking drugs, and most of this behavior comes from shortage in our educational systems that prepare students linearly. So they interact with their body systems by the way they learnt.

16. 4- The world is suffering the terrorism in many places, and terrorism is now represents an international phenomenon threatening the economics and the security of the world. It begins by thought deviation then directed to behavior, and if we looked to terrorist at any place of the world, we find him as a graduate of educational systems teaching a lot and learning a little. Systems graduate generations that do interact by linear way of thinking in their country systems.

17. But if man is equipped by systemic thinking in addition to the light of faith we find him a constructive member and not a destructive one in society, effective element in life system trying to reach luxury for himself and others, but not for his tiring and others. So we find that the best way of fighting the international terrorism begins by reform of the existing educational systems in most of the world countries.

18. 5- Low Performance of the current Educational System: Due to the linearity of each component of the system. In order to get a maximum performance of the Systemic, it is necessary that each of its components Should act as a subsystemic Systemic Content Systemic Final evaluation Systemic Continuos evaluation Systemic Teaching methods Systemic Teaching aids Systemic Teaching aids Systemic Aims

19. 6- Slight Interaction of The Current Educational Domains: Current educational domaines suffer from: ** Hate.  Afraid.  Escape. Hate.  Afraid.  Escape. Most of the students Suffer from three Unable:  To remember concepts.  To correlate between pre-and post-concepts.  To correlate between concepts and environment. Most of the students Suffer from three Unable:  To remember concepts.  To correlate between pre-and post-concepts.  To correlate between concepts and environment. COGNITIVE AFFECTIVE Most of the students do their experimental skills:  Separated from each other  Mechanical. Most of the students do their experimental skills:  Separated from each other  Mechanical. PSYCHOMOTOR * (*) Slight interaction. Systemic reform of educational domaines reinforces the interaction between them.

20. Linearity in Teaching Concepts of Different Branches of Science Linearity in Teaching Concepts of Different Branches of Science There are numerous concepts that have common rotes with other branches of sciences for the students to cope with these concepts, they should be taught in a comprehensive way irrespective of artificial borders. Concept Branch (I) Concept Branch (II) Branch (III) Concept Linear relation-ship for each branch of science presented in a separate forms.

21. Proposed form of SATL concepts of different branches of sciences Branch II concept Branch I concept Concept Branch III concept Concept

22. The objectives of using the systemic approach of teaching and learning The objectives of using the systemic approach of teaching and learning 1-Growing the ability of students for Global thinking : so that the student be able to see globally any subject without missing its parts. This means seeing the parts in a total outline that is coordinated. 2-Growing the ability to see the relationships between things more than things themselves. 3-Increasing the effectiveness of teaching and learning of any discipline and other disciplines of science: connecting it systemically with other branches of knowledge.

23. 4-Making disciplines of science attractive subjects to students instead of being repulsive to them. 5-Growing the ability for analysis and synthesis to reach creativity that is the most important output of a successful educational system. 6-Creating a new generation that is able to interact positively with environmental system around them. 7-Growing the ability for the use of systemic approach in acting with any problem globally to put creative solution.

24. Future View 1-Systemic reform of the basic sciences so that it is appropriate to the new way of teaching in the general and higher stages of education. 2-Reforming of experimental skills to be appropriate to this methodology. 3-Looking for the evaluation systems so that it reaches the levels of analysis and synthesis. 4-Looking according to that to the rest of other sciences and so it can be appropriate to this methodology. 5-Reforming of teachers training programs to suit the systemic methodology. 6-Creation of a new generation that is able to interact positively with the globality. 7-Creation of globally oriented leaders.

25. The global view for the 21 st Century. (More Global View).