The systemic approach to Teaching and learning Heterocyclic Chemistry [SATLHC]: Operational steps for building teaching units in heterocyclic chemistry

This paper focuses on the uses of systemic approach to teaching and learning in heterocyclic chemistry [SATLHC]. This work first presents the general strategy of converting linear traditional unites into systemic unites. Then it makes use of this general strategy in building unite of five-member heterocyclic compounds namely Pyrrole, Furan and Thiophene. The scenario of teaching the parts of this unite is also presented. This unite was presented as applicable model to convert linear unites to systemic unites in heterocyclic chemistry. [AJCE, 3(2), June 2013

Systemic Assessment as a new tool for assessing students learning in Heterocyclic Chemistry

Systemic Assessment [SA] has been shown to be highly effective new tool in raising the level of students academic achievements, improve their ability to learn by enhancing the process of teaching and learning, and converts students from surface to deep learning. It also allow teacher to monitor students learning throughout the course and gives him the ability to make necessary adjustments to improve learning. SA strategy changes assessment from linear bothering exams to enjoyable puzzle games by dealing with systemic assessment diagrams. The aim of the systemic assessment (SA) of learners in heterocyclic chemistry is to introduce an efficient evaluation of the systemic- oriented objectives of the [SATL-Heterocyclic Chemistry] model & effective tool for assessing students' meaningful understanding of heterocyclic chemistry topics in the tertiary level .Systemic Assessment Questions SAQ,s are the building unites of the systemic assessment .It measures the students' ability to correlate between hterocycles and to discover new relations between them. In this issue we use SA as a tool to assess the student achievement in heterocyclic chemistry by choosing five types of systemic assessment questions, namely Systemic Multiple Choice Questions (SMCQ,s), Systemic True False Questions (STFQ,s) ,Systemic Matching Questions (SMQ,s) ,Systemic Sequencing Questions (SSQ,s),and Systemic Synthesis Questions (SSynQ, s). [African Journal of Chemical Education—AJCE 5(2), July 2015

SATLC applications as examples for systemic chemistry education reform in the global age

Systemic Approach to Teaching and Learning [SATL] has evolved in the field of teaching and learning chemistry starting in 1997, as a fruitful cooperation between Fahmy, AFM (Egypt) and Lagowski, JJ (USA). It is focused on the students and their good teaching and learning and encompasses instruction that encourages active learning, reciprocity and cooperation between students, and between students and their local and global contexts. It is also used as a vehicle to engage the students in a deep learning that focuses on relating ideas and making connection between new and prior knowledge. As applications of SATLC I present here systemic chemistry related units experimented in Egyptian secondary schools and universities with examples on systemic assessment. [AJCE 4(2), Special Issue, May 2014

Systemic Chemical Education Reform [SCER] in the global era

Systemic chemical education reform [SCER] has gained a great importance internationally due to the competitive job market and global market economy which create global challenges and stresses on our current educational system. SCER is a dynamic process that requires constant communication, evaluation and has implications for curriculum, instruction, assessment, and professional development. It occurs in all aspects and levels of education process those impacts in all stake holders. The present work presents the systemic view of CER which means the change of our chemistry educational system from linearity to systemic in which we design the chemistry curricula and write the contents systemically. Also the content was taught by using SATL strategy on the light of systemic standards and objectives, which are measured by systemic assessment. In this paper we will shed light on systemic curriculum design [SCD], systemic content [SC], and systemic assessment [SA] in the frame of Systemic Chemical Education Reform

Systemic Approach to Teaching and Learning Chemistry (SATLC) in Egypt (1998-2011)

The rapid changes and increased complexity of today’s world present new global challenges on our education systems. The SATL contribution to education reform was dictated by the globalization of most human activities; the future of science education must reflect a flexibility to adapt to rapidly changing global needs. Fahmy and Lagowski since (1998) have designed, implemented, and evaluated the systemic approach to teaching and learning chemistry. Our aims have always been helping teachers to teach and students to learn more effectively by using SATLC

Systemic assessment [SA] as a tool to assess student achievements in inorganic chemistry Part-I: sodium chemistry

Systemic Assessment (SA) aims at a more effective evaluation of the systemic oriented objectives articulated by SATL model. SA raising the level of student’s academic achievements, increasing students learning outcomes, develops the ability to think systemically, assesses students’ higher-order thinking skills in which students are required to analyze, synthesize, and evaluate, measures the students' ability to correlate between concepts with reduced working memory load. Systemic Assessment Questions (SAQ, s) are the building unites of the system icassessment. In this issue we use SA as a tool to assess the student achievement in inorganic chemistry by taking sodium chemistry as a module. We use four types of systemic assessment questions, namely Systemic Synthesis Questions (SSynQ, s), Systemic Analysis Questions (SAnQ, s), Systemic Synthetic-Analytic Questions (SSyn-A Q, s), and complete Systemics (SComp Qs). [African Journal of Chemical Education—AJCE 5(1), January 2015

The Systemic Approach to Teaching and Learning: Water Chemistry

The systemic approach to teaching and learning (SATL) has been developed during the last decade 1-7). SATL techniques have been implemented and evaluated in many different disciplines (chemistry, biology, physics, and math) in all educational levels, but the major SATL applications have been reported on chemistry topics in secondary and tertiary education (2-4). Experimental evidence collected in Egyptian schools is presented to illustrate the efficacy of SATL methods on students’ academic achievements (2, 3). We present here a specific chemically-related example of the application of SATL methods in teaching the chemistry of water

The Systemic Approach to Teaching and Learning [SATL]: A 10-Year Review

The Systemic Approach to Teaching and Learning (SATL) is based on constructivist principles and involves the creation of closed cluster concept maps called systemic diagrams. The SATL technique encourages deep learning, as opposed to rote learning. Examples in the use of SATL methods in teaching chemistry are presented. Experimental evidence collected in Egyptian schools is presented to illustrate the efficacy of SATL methods on student achievement. It is suggested that SATL methods mimic our current understanding of how the human brain functions, as the basic reason that SAL methods are successful

Using Systemic Problem Solving (SPS) to Assess Student Achievement in Chemistry

This paper focuses on the uses of systemic problem solving in chemistry at the tertiary level. Traditional problem solving (TPS) is a useful tool to help teachers examine recall of information, comprehension, and application. However, systemic problem solving (SPS) can challenge students and probe higher cognitive skills like analysis, synthesis, and evaluation. Also, systemic problem solving (SPS) helps students to connect chemistry concepts, and facts and covers a wide range of intended learning outcomes (ILO,s). As an example, the type of chemical bonding in compounds, molecular structure, and their relations to stereochemistry, reflected on certain physical properties (e.g., dipole moment, IR, UV, NMR, MS,…), as well as chemical properties. So, by using SPS we assess the student achievement in three systemic levels of learning chemistry: the macro (properties, and reactions), the sub-micro (atoms, molecules, and molecular structure), and the representational (symbols, formulas, equations). In this issue we illustrate two examples on the uses of systemics in chemistry problems and their solutions

Systemic Assessment as a New Tool for Assessing Students Learning in Chemistry using SATL Methods: Systemic True False [STFQs] and Systemic Sequencing [SSQs] Question Types

Systemic assessment [SA] has been shown to be a highly effective new vehicle in raising the level of students academic achievements, increasing equity of students learning outcomes, improving students’ ability to learn by enhancing the process of teaching and learning, and involving the student as an active participant in this process. Systemic assessment questions (SAQs) are the building unites of systemic assessment which measures the students' ability to correlate between concepts and to discover the new relations between concepts. In this paper we illustrate two new types of SAQ, s namely, systemic true false questions [STFQs], and systemic sequencing questions [SSQs]