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Systemic Reform in Chemical Education: An International Perspective
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Abstract
The Systemic Approach to Teaching and Learning (SATL) has its roots in concept mapping. Systemic diagrams (a closed cluster of concepts) are useful devices for teachers and their students that can improve student comprehension of a subject taught using SATL methods. To test the efficacy of systemic diagrams in learning chemistry, we conducted a preliminary experiment with high school students in the Cairo and Giza, Egypt, school districts. The subject was the chemistry of carboxylic acids, a module normally taught in these high schools. We produced systemically-oriented teaching materials and trained all personnel involved with students in these environments before the experiment. The students were divided into a control group and an experimental group; the latter were taught the carboxylic acid module using SATL methods while the control group was taught the same module using conventional—linear—methods of instruction. The experimental design involved a pre- and post-test protocol and affective survey instruments. The experimental data were analyzed using standard statistical methods (SPSS). The evidence available indicates that students taught by SATL methods achieved at a markedly higher level than students in the control groups. The affective surveys indicate that students in the experimental group have a positive perception of the SATL approach. The supplemental materials describe the experimental details.
Keywords (Audience):
High School / Introductory ChemistryKeywords (Domain):
Chemical Education ResearchKeywords (Feature):
Chemical Education ResearchKeywords (Pedagogy):
Student-Centered LearningKeywords (Subject):
Learning TheoriesCiting Articles
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This article has been cited by 4 ACS Journal articles (4 most recent appear below).
Exploring Novel Tools for Assessing High School Students’ Meaningful Understanding of Organic Reactions
Theodoros Vachliotis, Katerina Salta, Petroula Vasiliou, and Chryssa TzougrakiJournal of Chemical Education2011 88 (3), 337-345Exploring Novel Tools for Assessing High School Students’ Meaningful Understanding of Organic Reactions
Theodoros Vachliotis, Katerina Salta, Petroula Vasiliou, and Chryssa TzougrakiJournal of Chemical Education2011 88 (3), 337-345Systemic assessment questions (SAQs) are novel assessment tools used in the context of the Systemic Approach to Teaching and Learning (SATL) model. The purpose of this model is to enhance students’ meaningful understanding of scientific concepts by use of ...
From Chemical Analysis to Analyzing Chemical Education: An Interview with Joseph J. Lagowski
Liberato CardelliniJournal of Chemical Education2010 87 (12), 1308-1316From Chemical Analysis to Analyzing Chemical Education: An Interview with Joseph J. Lagowski
Liberato CardelliniJournal of Chemical Education2010 87 (12), 1308-1316This interview provides glimpses of Joseph J. Lagowski and his life from the time he played with a Gilbert chemistry set, to his tenure at The University of Texas at Austin. His initial interest in chemistry was further nurtured and developed thanks to an ...
Multi-National Approach to Teaching and Learning
Liberato Cardellini2010 1049 (), 43-65Multi-National Approach to Teaching and Learning
Liberato Cardellini2010 1049 (), 43-65Problem solving is universal to all cultures and backgrounds. This chapter provides a literature review of cognitive processes inherent to problem solving that can be applied to chemistry study in diverse cultures. The information processing model is ...
Systemic Approach to Teaching and Learning
J. J. LagowskiJournal of Chemical Education2005 82 (2), 211Systemic Approach to Teaching and Learning
J. J. LagowskiJournal of Chemical Education2005 82 (2), 211Readers might be interested in the continued proliferation of the use of the ideas encapsulated in the education technique described as the Systemic Approach to Teaching and Learning (SATL) in this Journal.
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- Received: August 03, 2009
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