the 3rd African Conference on Research in Chemistry Education

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Creator FAHMY Ameen F. M.; Faculty of Science, Department of Chemistry, Ain Shams University, Abbasia, Cairo, Egypt

Description The Systemic Approach to Teaching and Learning contribution to chemical education reform [SATLC] was initiated about 20 years ago when it became clear that the globalization of most human activities had begun. Our interest in science education led us to the belief that it must reflect a flexibility to adapt to rapidly changing global needs. We needed a paradigm that would respond rapidly to the global needs, as well as providing our students with a way to shift their learning habits from a linear approach [LA ]to a systemic approach[SA ]. SATL is a new way of teaching and learning, based on the global idea that nowadays everything is related to everything. Students shouldn’t learn isolated facts (by heart), but they should be able to connect concepts and facts in an internally logical context. SATL represents a theme and method of teaching and learning that finds use in all aspects of the modern human condition and the challenges. It helps learners to achieve a deeper learning experience, improve their understanding, enhance a systemic way of thinking, and increase their enthusiasm for learning chemistry, as well as other subjects. It leads to a systemic change in the educational process. We have conducted numerous experiments in which we attempted to establish the effectiveness of SATL methods not only in chemistry, but also in other basic sciences, medicinal sciences, engineering sciences, and linguistics. In chemistry, our SATLC efforts have addressed the pre-university, and university levels of education. We have created SATLC units on general, analytical, aliphatic, aromatic, and heterocyclic chemistry. In this presentation, various examples of systemic teaching materials will be illustrated.   References: [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., Lagowski, J. J., Systemic Reform in Chemical Education: An International Perspective,  J. Chem. Edu. 2003, 80(9), 1078. [3]          Fahmy, A. F. M., Lagowski, J. J., Systemic Multiple Choice Questions (SMCQs) in Chemistry [19th ICCE, Seoul, South Korea, 12-17 August 2006]. [4] Fahmy, A.F.M.,SATLC applications as examples for systemic chemistry education reform in the global age, AJCE, 2014, 4(2),2-30 Special Issue (Part I)[Presented ACRICE-1, Addis Ababa, Ethiopia DEC.2013] [ 5 ] Shazia Summer, AnamShafi and Iftikhar Imam Naqvi, SATL model lesson for teaching effect of temperature on rate of reaction, AJCE, 2014, 4(2),139-144, Special Issue (Part I)[Presented ACRICE-1, Addis Ababa, Ethiopia DEC.2013]. [6] Bradley,J, The chemist,s triangle  and general systemic approach to teaching and learning  and research in chemistry education , AJCE, 2014, 4(2),64-79 Special Issue (Part I)[Presented ACRICE-1, Addis Ababa, Ethiopia Dec 2013] [7]  Fahmy,A.F.M. Uses of systemic approach and chemist's triangle in teaching and learning chemistry: Systemic Chemistry Triangle [SCT] as a teaching & learning strategy,       AJCE, 6[2], 69-95,July2016.
Publisher ACRICE2017
Date 2017-10-02 10:38:35
Type Peer-reviewed Paper
Source ACRICE2017; The third african conference on research in chemistry education
Language en
Rights Les auteurs qui soumettent à cette conférence adhèrent aux conditions suivantes:<br /> <strong>a)</strong> Les auteurs conservent le droit d'auteur sur leur oeuvre, tout en permettant à la conférence de placer cette oeuvre non publiée sous une licence <a href="">Creative Commons Attribution License</a>, qui permet aux gens d'accéder, d'utiliser et de partager l'oeuvre gratuitement, avec une reconnaissance de la paternité de l'oeuvre et de sa présentation initiale à la conférence.<br /> <strong>b)</strong> Les auteurs sont en mesure d'outrepasser les conditions de la licence CC et d'entrer dans un arrangement contractuel supplémentaire, séparé, pour la distribution non-exclusive et la publication subséquente de cette oeuvre (par ex., publier une version révisée dans une revue, la verser dans un dépôt institutionnel ou la publier dans un livre), avec une reconnaissance de sa présentation initiale à la conférence.<br /> <strong>c)</strong> À cela s'ajoute le fait que les auteurs sont encouragés à déposer et à partager leur oeuvre en ligne (par ex., dans un dépôt institutionnel ou sur leur site Web) n'importe quand avant et après la conférence.

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