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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, EgyptE-mail: [email protected]
**Department of Chemistry, and Biochemistry, university of Texas at Austin TX78712.
E-mail: [email protected]
Tripoli, LibyaNov. 2007
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.
Introduction:
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.
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.
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.
Why
syst
emic
app
roac
hin
teac
hing
and
lear
ning
(SA
TL)
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.
Globalization
Fig: 1a: Linear representation of concepts
concept concept concept concept
Fig: 1b: systemic representation of concepts
concept
concept
concept
concept
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.
Environmental problems
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.
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.
Linearity in Teaching Conceptsof 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).
ConceptConcept In Chem.Concept
In Phys.
In Biology
ConceptConcept Concept
ConceptConcept Concept
Linear relation-ships for each branch of sciencepresented in a separate forms.
Proposed form of SATL concepts of
different branches of sciences(Fig.2)
Chem.concepts
Phys.concep
ts
Concep
tConcep
t
Biology
concepts
Concept
Concep
t
Concep
t
Concep
t
Concep
t
Concep
t
Concep
t
Concep
tConcep
t
Concep
t
Example: SATL concepts of different branches
of sciences
solar cells
SolarEnergy
Storage of solar energy in organic
and inorganic molecules “fuels”
Geothermal energy
Electric energy Heat energy
Desalinizationof sea water
Fluorescence Phosphorescence
solar heaters
absorbed by chlorophyll
in plants
may leads to
(Industrialization)
h
Photosynthesisin plant
“Storage of solar energy in sugar
molecules”
Death of animalsand plants
Nutrition foranimals and human
Combustion of fossil fuel
1 2 3 4
Vital energy in(ATP) molecules
Environmental pollution
CO2 + H2O Heat energy+
Light energyMechanical energy Electric energy
Fossilfuel 5
6
7
8
Photochem.
Petrochemicals
1) Heat energy.2) Mechanical
energy in muscle activity.
3) Electric energy in Torpedo fish
4) Bioluminescence in squid, and cuttle fish
5) Plastics.6) Fertilizers.7) Insecticides.8) Synthetic fibers.
Fig (3)
The Objectives of SystemicApproach 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.
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.
Systemic Teaching strategy
[SATLC]Fig (4):
SATL
Applied Science
Mission & visionEducational Standards & objectives
Pure Science
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 (5): Systemic teaching strategy
SD0 SDf
SD2SD1Stage (1)
Stage (2)
Stage (3)
(maximum Unknown relations)
(All relations are known)(?)
(?)
(?)
(?)
(?) ()
()()
() ()
()()
()
()
()
(?)
Educational standards and objectives
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.
PRE-COLLEGE COURSES
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.
1- (SATL CARBOXYLIC ACIDS AND THEIR DERIVATIVES)
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).
)A6(
(6 B)
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.
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.
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”.
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”.
All the above relations are (linear separated from each other).
The conversions of matter into energy can be illustrated in the following diagram
Electrical energy (E.E)
Chemical energy (C.E)
MatterNuclear energy(N.E)
Kinetic energy(K.E)
Potential energy(P.E)
Fig (9)
?
?
??
?
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 energy
(C. E).
MatterNuclearenergy
(N. E).
Kinetic energy
(K. E).
Potential energy
(P. E).?
?
?
??
(SD-0)
? ?
??
?
Fig (10)In the above systemic diagram (SD-0) there are (10)-
unknown relations.
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).
In the above systemic diagram (SD-1) there are defined relations, and some other relations are undefined at this stage
of study.
Electrical energy
(E. E).
Chemical energy
(C. E).
MatterNuclearenergy
(N. E).
Kinetic energy
(K. E).
Potential energy
(P. E).?
?
?
??
(SD-1)Fig (11)
MovingNuclear
fission or fusion
Lifting upChemical changes
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)
In the above systemic diagram (SD-2) there are defined relations, and some other
relations are undefined at this stage of study.
Electrical energy
(E. E).
Chemical energy
(C. E).
MatterNuclearenergy
(N. E).
Kinetic energy
(K. E).
Potential energy
(P. E).?
?
??
SD2 Fig (12)
MovingNuclear
fission or fusion
Lifting upChemical changes
Electron move along conductor
In voltammeters
In cells,and batteries
After the study the relations between nuclear energy, and electrical energy, electrical energy, and kinetic energy. We can
modify (SD2) to give (SD3)
In the above (SD3) the relations between (CE, and EE), (NE, and EE), and (KE, and EE) are defined.
Electrical energy
(E. E).
Chemical energy
(C. E).
MatterNuclearenergy
(N. E).
Kinetic energy
(K. E).
Potential energy
(P. E).?
?
(SD-3) Fig (13)
MovingNuclear
fission or fusion
Lifting upChemical changes
Electron move along conductor
In voltammeters
In cells,And batteries
In motor
In dynamo
Power stations
After we study the relations between (P.E, and K.E). We can modify the (SD3) to give the (SD4)
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.
Electrical energy
(E. E).
Chemical energy
(C. E).
MatterNuclearenergy
(N. E).
Kinetic energy
(K. E).
Potential energy
(P. E).?
(SD-4) Fig (13)
MovingNuclear
fission or fusion
Lifting upChemical changes
Electron move along conductor
In voltammeters
In cells,and batteries
In motor
In dynamo
Power stations
Moving upward
Moving downward
(pile) driver
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 energy
(C. E).
MatterNuclearenergy
(N. E).
Kinetic energy
(K. E).
Potential energy
(P. E).(SD-f)
Fig 14)
MovingNuclear
fission or fusion
Lifting upChemical changes
Electron move along conductor
In voltammeters
In cells,and batteries
In motor
In dynamo
Power stations
Moving upward
Moving downward
(pile) driverEnergy
released by chemical change
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).
لباألرض
Atmosphere
BiosphereLithosphere
Hydrosphere
Fig (15): Spheres of the Earth
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).
Fig (16): Systemic of Ecosphere
HydrosphereLithosphere
Atmosphere
Biosphere
Bacteria and Microbes
Bacteria and
Microbes
Sedimentation
Fishes
Plants
Cool & Oil
Organic Rocks
Rain-ice
Water vapor Volatile particles
Weathering and erosion
Fig (17): Hydrosphere subsystemic
Atmosphere
Biosphere
Respiration and transpiration
Hydrosphere
Lithosphere
Aquatic biota
Nutrition and Decomposition
Elements cycles
Weathering
Evaporation & precipitation Erosion & sedimentation
Hydrosphere
Fig (18): Lithosphere subsystemic
Atmosphere
Biosphere
Respiration and transpiration
Lithosphere
Hydrosphere
Env. relations Nutrition & decomposition
Cycles of elements
Aquatic biota
Evaporation and precipitation
Cycles of elementsErosion & sedimentation
Lithosphere
Fig 19): Atmosphere subsystemic
Hydrosphere
Biosphere
Respiration and transpiration
Atmosphere
Lithosphere
Env. relations Nutrition &
decomposition Cycles of elements
Aquatic biota
Evaporation and
precipitation
Cycles of elements
Erosion & sedimentations Atmosphere
Biosphere
Fig (20): Biosphere subsystemic
Atmosphere
Lithosphere
Biosphere
Hydrosphere
Env. relations Nutrition & decomposition Cycles of elements
Aquatic biota
Evaporation and precipitation
Cycles of elements
Erosion & sedimentations
Respiration and transpiration
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.
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
0 0 0
30.4%
61.36%
100%
0
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
0 0 012% 4.55%
17.8%
0
20
40
60
80
100
Eltabary Roxy "boys"
Nabawia Mosa"girls"
Gamal Abedel Naser "girls"
*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.
CONCLUSION
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].