1. SCIENCE 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, Egypt
**Department of Chemistry, and Biochemistry, university of Texas at Austin TX78712.
Tripoli, Libya
Nov. 2007

2. Introduction:
 In the last ten years, we have designed, implemented, and evaluated the systemic approach to teaching and learning science (SATL)
 SATL vision in the science Education reform was dictated by the globalization of the most human activities, thus the future of Science Education must reflect a flexibility to adapt to rapidly changing world needs. SATL was based on the systems analysis and theory of constructivism.

3. SATL stands on the holistic vision for phenomena where linking different facts and concepts take place into a dynamic systemic network. This reflects the relationships which settle them into the cognitive construction of the learner.
It helps learners in obtaining a deeper learning experience, improve their understanding and ability to apply learning to new situation.
SATL enhance systemic thinking, and increase enthusiasm for learning science.

4. We have successful experiments in using SATL not only in Chemistry but also in other basic sciences, and medicinal sciences, in pre-University, and University Levels .
As an illustration of the process, we have created unites in chemistry, physics, biology, and Environmental Sciences, based on systemics.
In this presentation various examples of systemic teaching materials will be illustrated.

5. SATL help students in development of their mental framework with higher – level of cognitive processes such as analysis and synthesis.
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.

6. in teaching and learning (SATL)
Why systemic approach
in teaching and learning (SATL)
Globalization
 We are living in the era of globalization in which we see the global Policies, Economy, Culture, Media and Architecture..... etc. is a reality that constitute a new world system.
 Countries must hurry up to prepare generations able to interact positively with the new international system.

7. Fig: 1a: Linear representation of concepts
Fig: 1b: systemic representation of concepts

8. Environmental problems
 The world now is living in serious environmental problems in the industrial and developing countries.
 This is due to the wrong human interaction in the environmental system without consciousness.
Wrong interaction with our body systems
 The human body is an interacting system constitute at the end the balance that happens inside this body.
 In many times man behave in a wrong manner harms his health such as taking drugs.

9. The world is suffering the terrorism
 Terrorism is now represents an international phenomenon threatening the economics and the security of the world.
 Terrorism begins by thought deviation then directed to behavior.
 If we looked to terrorist at any place of the world, we may find him a graduate of educational systems teaching a lot and learning a little.
 The best way of fighting the international terrorism begins by reforming the existing educational systems in most of the world countries.

10. Linearity in Teaching Concepts of Different Branches of Science
In chemistry there are numerous concepts that have common rotes with other basic sciences such as physics, biology, and geology for the students to cope with these concepts, they should be taught in a comprehensive way irrespective of artificial borders between basic sciences (e.g. concept of energy).
Concept
In Chem.
In Phys.
In Biology
Linear relation-ships for each branch of science
presented in a separate forms.

11. Proposed form of SATL concepts of different branches of sciences
Chem.
concepts
Phys.
Concept
Biology
Proposed form of SATL concepts of different branches of sciences
(Fig.2)

12. Fig (3) Example: SATL concepts of different branches of sciences
solar cells
Solar
Energy
Storage of solar energy in organic and inorganic molecules “fuels”
Geothermal energy
Electric energy
Heat energy
Desalinization
of sea water
Fluorescence Phosphorescence
solar heaters
absorbed by chlorophyll
in plants
may leads to
(Industrialization) h
Photosynthesis
in plant
“Storage of solar energy in sugar molecules”
Death of animals
and plants
Nutrition for
animals and human
Combustion of fossil fuel 1 2 3 4
Vital energy in
(ATP) molecules
Environmental pollution
CO2 + H2O +
Light energy
Mechanical energy
Fossil
fuel 5 6 7 8
Photochem.
Petrochemicals
Example:
SATL concepts of different branches of sciences
Heat energy.
Mechanical energy in muscle activity.
Electric energy in Torpedo fish
Bioluminescence in squid, and cuttle fish
Plastics.
Fertilizers.
Insecticides.
Synthetic fibers.
Fig (3)

13. The Objectives of Systemic Approach of Teaching and Learning
Growing the ability of students global thinking, so that the student be able to see globally any subject without missing its parts.
Growing the ability to see the relationships between things rater than things themselves.
 Increasing the effectiveness of teaching and learning of science disciplines, connecting it systemically with other branches of knowledge.

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

15. Systemic Teaching strategy
[SATLC]
Fig (4):
SATL
Applied Science
Mission & vision
Educational Standards & objectives
Pure Science

16. (All relations are known) Educational standards
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,…..)
SD0
SDf
SD2
SD1
Stage (1)
Stage (2)
Stage (3)
(maximum Unknown
relations)
(All relations are known)
(?)
()
Educational standards
and objectives
Fig (5): Systemic teaching strategy

17. PRE-COLLEGE COURSES
Our experiments about the usefulness of SATL to learning Basic and Environmental Sciences at the pre-college level was conducted in the Cairo and Giza school districts.

18. 1- (SATL CARBOXYLIC ACIDS AND THEIR DERIVATIVES)
Our initial experiment probing the usefulness of the SATL 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 (6B) 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 (6A).

19. (A6 )
(6 B)

20. 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 7. 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.

21. Figure 8. 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.

22. 2- SATL of Matter and energy
Scientists agreed that the quantities of matter and energy in the world have always remained the same from the beginning of time. They believed in the law of the conservation of matter, which stated “that matter might be changed into different forms of matter but never destroyed”.
A similar law stated that “energy could neither be created nor destroyed but only transformed into other forms of energy”.

23. Today scientists no longer believe that there is an impassable barrier between matter and energy. Furthermore they have modified the old laws of the conservation of matter, and energy.
 “Matter can be transformed into energy and energy into matter”.

24. Electrical energy (E.E)
The conversions of matter into energy can be illustrated in the following diagram
Electrical energy (E.E)
Chemical energy (C.E)
Matter
Nuclear energy
(N.E)
Kinetic energy
(K.E)
Potential energy
(P.E)
Fig (9) ?
All the above relations are (linear separated from each other).

25. In the above systemic diagram (SD-0) there are (10)-unknown relations.
We can illustrate the above relations between concepts (Matter, E.E , K.E, P.E, C.E, N.E.) systemically in the following systemic diagram (SD-0) which gives the maximum number of possible relations among them.
Electrical
energy
(E. E.)
Chemical
(C. E.)
Matter
Nuclear
(N. E.)
Kinetic
(K. E.)
Potential
(P. E.) ?
(SD-0)
Fig (10)
In the above systemic diagram (SD-0) there are (10)-unknown relations.

26. Electron move along conductor
After study the conversion of matter into (E.E , K.E, P.E, C.E, N.E.) we can modify (SD-0) to give (SD-1).
Electrical
energy
(E. E.)
Chemical
(C. E.)
Matter
Nuclear
(N. E.)
Kinetic
(K. E.)
Potential
(P. E.) ?
(SD-1)
Fig (11) 
Moving
fission
or fusion
Lifting up
Chemical changes
Electron move along conductor
In the above systemic diagram (SD-1) there are defined relations, and some other relations are undefined at this stage of study.

27. Electron move along conductor
After study the relation between chemical energy, and electrical energy we can modify the systemic (SD1) to give the following systemic (SD2)
Electrical
energy
(E. E.)
Chemical
(C. E.)
Matter
Nuclear
(N. E.)
Kinetic
(K. E.)
Potential
(P. E.) ?
SD2
Fig (12) 
Moving
fission
or fusion
Lifting up
Chemical changes
Electron move along conductor In
voltammeters
In cells,
and batteries
In the above systemic diagram (SD-2) there are defined relations, and some other relations are undefined at this stage of study.

28. Electron move along conductor
After the study the relations between nuclear energy, and electrical energy, electrical energy, and kinetic energy. We can modify (SD2) to give (SD3)
Electrical
energy
(E. E.)
Chemical
(C. E.)
Matter
Nuclear
(N. E.)
Kinetic
(K. E.)
Potential
(P. E.) ?
(SD-3)
Fig (13) 
Moving
fission
or fusion
Lifting up
Chemical changes
Electron move along conductor In
voltammeters
In cells,
And batteries
In motor
In dynamo
Power stations
In the above (SD3) the relations between (CE, and EE), (NE, and EE), and (KE, and EE) are defined.

29. Electron move along conductor Moving downward (pile) driver
After we study the relations between (P.E, and K.E). We can modify the (SD3) to give the (SD4)
Electrical
energy
(E. E.)
Chemical
(C. E.)
Matter
Nuclear
(N. E.)
Kinetic
(K. E.)
Potential
(P. E.) ?
(SD-4)
Fig (13) 
Moving
fission
or fusion
Lifting up
Chemical changes
Electron move along conductor In
voltammeters
In cells,
and batteries
In motor
In dynamo
Power stations
Moving upward
Moving downward (pile) driver
In the above systemic diagram all the relations are defined except the relation between (P.E), and (C.E). It will be defined in the final stage of study of this part of unit.

30. After the study of the relation between chemical energy, and potential energy. We can modify the (SD4), to the final (SDf), in which all the relations are defined.
Electrical
energy
(E. E.)
Chemical
(C. E.)
Matter
Nuclear
(N. E.)
Kinetic
(K. E.)
Potential
(P. E.)
(SD-f)
Fig 14) 
Moving
fission
or fusion
Lifting up
Chemical changes
Electron move along conductor In
voltammeters
In cells,
and batteries
In motor
In dynamo
Power stations
Moving upward
Moving downward (pile) driver
Energy released by chemical change

31. 2- SATL-Dynamics of Ecosphere (Environmental Sciences)
 Our initial experiment probing usefulness of the SATL to teaching and learning Ecosphere was conducted at the pre-college level in the Cairo and Giza school districts
 Thirty SATL-Based lessons on Ecosphere (Fig 25) was taught over (6)-week period was presented to a total of (135) students in Cairo and Giza districts, the achievements of those students was compared with that of (103) students taught the same material using standard linear methods (Fig15).

32. Fig (15): Spheres of the Earthلب
الأرض
Atmosphere
Biosphere
Lithosphere
Hydrosphere
Fig (15): Spheres of the Earth

33.  We can illustrate the interchangeable relationships between components of the Ecosphere, “Lithosphere, Atmosphere, Hydrosphere & Biosphere” revealing the dynamics of such components and their impact on one another for the balance of nature (Fig 16).

34. Weathering and erosion
Fig (16): Systemic of Ecosphere
Hydrosphere
Lithosphere
Atmosphere
Biosphere
Bacteria
and Microbes
Sedimentation
Fishes
Plants
Cool & Oil
Organic Rocks
Rain-ice
Water vapor
Volatile particles
Weathering and erosion

35. Atmosphere Biosphere Hydrosphere Lithosphere
Fig (17): Hydrosphere subsystemic
Atmosphere
Biosphere
Respiration and transpiration
Hydrosphere
Lithosphere
Aquatic biota
Nutrition and Decomposition
Elements cycles
Weathering
Evaporation & precipitation
Erosion & sedimentation

36. Atmosphere Biosphere Lithosphere Hydrosphere
Respiration and transpiration
Lithosphere
Hydrosphere
Env. relations
Nutrition & decomposition
Cycles of elements
Aquatic biota
Evaporation and precipitation
Erosion & sedimentation
Fig (18): Lithosphere subsystemic

37. Hydrosphere Biosphere Atmosphere Lithosphere
Fig 19): Atmosphere subsystemic
Hydrosphere
Biosphere
Respiration and transpiration
Atmosphere
Lithosphere
Env. relations Nutrition & decomposition
Cycles of elements
Aquatic biota
Evaporation and precipitation
Erosion & sedimentations

38. Atmosphere Lithosphere Biosphere Hydrosphere
Fig (20): Biosphere subsystemic
Atmosphere
Lithosphere
Biosphere
Hydrosphere
Env. relations Nutrition & decomposition
Cycles of elements
Aquatic biota
Evaporation and precipitation
Erosion & sedimentations
Respiration and transpiration

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

40. Gamal Abedel Naser "girls"
30.4%
61.36%
100% 20 40 60 80
100
Eltabary Roxy "boys"
Nabawia Mosa"girls"
Gamal Abedel Naser "girls"
Figure 21: 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

41. Gamal Abedel Naser "girls"
12%
4.55%
17.8% 20 40 60 80
100
Eltabary Roxy "boys"
Nabawia Mosa"girls"
Gamal Abedel Naser "girls"
Fig.22: 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 systemic intervention period

42. CONCLUSION
*SATL improved the students ability to view the Science from a more global perspective.
*SATL helps the students to develop their own mental framework at higher-level cognitive processes such as application, analysis, and synthesis.
*SATL increases students ability to learn subject matter in a greater context.
*SATL increases the ability of students to think globally.

43. Literature
(1) 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].
(2) 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].
(3) Fahmy, A. F. M., Lagowski, J. J; Systemic Reform in Chemical Education An International Perspective, J. Chem. Edu. 2003, 80 (9), 1078.
(4) Fahmy, A.F. M., Lagowski, J. J., Using SATL Techniques to Assess Student Achievement, [18th ICCE, Istanbul Turkey, 3-8, August 2004].