SCIENCE EDUCATION REFORM IN THE GLOBAL AGE: SATL VISION

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 E-mail: fahmy@online.com.eg **Department of Chemistry, and Biochemistry, university of Texas at Austin TX78712. E-mail: jjl@mail.cm.utexas.edu 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. 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. concept concept concept concept Fig: 1a: Linear representation of concepts concept concept concept concept 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. Concept Concept Concept In Chem. In Phys. Concept Concept Concept In Biology Concept Concept Concept 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 geologyfor 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). Linear relation-ships for each branch of science presented in a separate forms.

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

12. Electric energy Heat energy Storage of solar energy in organic and inorganic molecules “fuels” solar cells solar heaters Geothermal energy Solar Energy h absorbed by chlorophyll in plants Desalinization of sea water Fluorescence Phosphorescence 1 2 3 4 Photosynthesis in plant “Storage of solar energy in sugar molecules” Vital energy in (ATP) molecules Nutrition for animals and human Death of animals and plants may leads to Environmental pollution Fossil fuel Combustion of fossil fuel (Industrialization) 5 Petrochemicals CO2 + H2O + Heat energy 6 7 Mechanical energy Electric energy Light energy Photochem. 8 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. SATL Mission & vision Educational Standards & objectives Pure Science Applied Science [SATLC] Fig (4): Systemic Teaching strategy

16. (?) () () () Stage (2) SD1 SD2 Stage (1) Stage (3) () () (?) (?) () (?) () () SD0 SDf Educational standards and objectives (?) (?) () () (maximum Unknown relations) (All relations are known) • 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

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 (achievedat a 50% or higher level). The bars indicate a 50% or greater achievement rate before and after the systemic intervention period.

21. 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. 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.

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

25. Electrical energy (E. E.) ? ? ? Nuclear energy (N. E.) Kinetic energy (K. E.) Matter ? ? ? ? ? Potential energy (P. E.) ? Chemical energy (C. E.) ? (SD-0) Fig (10) 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. In the above systemic diagram (SD-0) there are (10)-unknown relations.

26. Electrical energy (E. E.) ? ? Electron move along conductor  Nuclear energy (N. E.) Kinetic energy (K. E.) Moving Nuclear fission or fusion Matter     ? Lifting up Chemical changes Potential energy (P. E.) ? Chemical energy (C. E.) ? (SD-1) Fig (11) After study the conversion ofmatter 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.

27. Electrical energy (E. E.) In cells, and batteries  ? ? Electron move along conductor  Nuclear energy (N. E.) Kinetic energy (K. E.) Moving Nuclear fission or fusion Matter     ? Lifting up Chemical changes Potential energy (P. E.)  In voltammeters Chemical energy (C. E.) ? Fig (12) SD2 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.

28. Electrical energy (E. E.) In cells, And batteries  In dynamo  In motor  Power stations  Electron move along conductor  Nuclear energy (N. E.) Kinetic energy (K. E.) Moving Nuclear fission or fusion Matter     ? Lifting up Chemical changes Potential energy (P. E.)  In voltammeters Chemical energy (C. E.) ? (SD-3) Fig (13) 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.

29. Electrical energy (E. E.) In cells, and batteries  In dynamo  In motor  Power stations  Electron move along conductor  Nuclear energy (N. E.) Kinetic energy (K. E.) Moving Nuclear fission or fusion Matter    Moving upward   Lifting up  Chemical changes Moving downward (pile) driver Potential energy (P. E.)  In voltammeters Chemical energy (C. E.) ? (SD-4) Fig (13) 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.

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

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

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

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

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

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

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. 100% 100 80 61.36% 60 40 30.4% 20 0 0 0 0 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. 100 80 60 40 20 17.8% 12% 4.55% 0 0 0 0 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].