CHEMISTRY GETS EASIER INITIATIVE [CGEI]

USES OF SATL & MULTIPLE INTELINGENCES[MI]

IN DESIGNING OUTDOOR ACTIVITIESIN CHEMISTRY FOR TERTIARY LEVEL

PART-ONE[BENZENE STRUCTURE ACTIVITY]

CHEMISTRY GETS EASIER INITIATIVE [CGEI]

USES OF SATL & MULTIPLEINTELINGENCES[MI]

IN DESIGNING OUTDOOR ACTIVITIESIN CHEMISTRY FOR TERTIARY LEVEL

PART-ONE[BENZENE STRUCTURE ACTIVITY]

An Applicable Model A.F.M.FAHMY, J.J.Lagowski*

Ain Shams University, Abbassia ,Cairo,Egypt

* ,The University of Texas at Austin, AustinTexas 78712, USA

An Applicable Model*A.F.M.FAHMY, J.J.Lagowski

,Ain Shams UniversityAbbassia ,Cairo,Egypt

*The University of Texas at Austin, Austin, Texas 78712, USA Website:www.satlcentral.comWebsite:www.satlcentral.com

22ICCE& 11ECRICEJuly - 2012

- SATL will help students in development of their mental framework with higher – level of cognitive processes such as analysis and synthesis.

Why SATL?

- SATL, will help students to

understand interrelationships

between concepts in a greater

context.

What is the meaning of SATL?

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.

  Types of Intelligences   

Gardner' initially formulated a list of seven Int.

Logical-mathematical intelligence

  Linguistic intelligence

Bodily-kinesthetic intelligence Musical intelligence

Spatial intelligenceIntrapersonal intelligence

Intrapersonal intelligence

IMPLIMINTATION OF MUSICAL, BODILY- KINESTHETIC, INTERPERSONAL

& INTELLIGENCES BESIDE LOGICAL SPATIALINTELLIGENCES IN TEACHING

LEARNING CHEMISTRY&

--------------------SYSTEMIC OUYDOOR ACTIVITY

[STRUCTURE OF BENZENE]

IMPLIMINTATION OF MUSICAL,BODILY- KINESTHETIC, INTERPERSONAL

INTELLIGENCES BESIDE LOGICAL & SPATIAL INTELLIGENCES IN TEACHING

&LEARNING CHEMISTRY

--------------------SYSTEMIC OUYDOOR ACTIVITY

[STRUCTURE OF BENZENE]

This activity was Designed on the

basis of Cooperation between

Chemistry Staff members and

Music , and Sports staff members.

OBJECTIVES:

Uses Musical, body

kinesthetic ,Interpersonal Intelligences

to enhance logical & Spatial

Intelligences in learning Chemistry.

Create attitudes towards working in a

Team.

.Create better environment for Teaching

and Learning chemistry.

SENARIO

1: ] 6-C [&]6 - H [Letters on pieces of

white hard paper.

Examples: CCCHH

e e e

2: 6-e Letters represent electrons on

pieces of white hard papers

Examples:

First: Chemistry staff member asks

the students to write the following:

The following names and concepts:- 3

KEKULE-1 KEKULE-2

BENZENERESONANCE

HYBRIDE

Second: Chemistry staff member asks the students to do the following:

-One student Raises Resonance Hybrid paper.

-Six students Raise six Carbon [ C ] Papers.

--Six students Raise six Hydrogen [ H] Papers

- -Six students Raise six Electron [e ] papers

-Third: Chemistry Staff member [SM]

takes all the class students to the playing

area or gymnasium hall of the faculty &

then.

-Sport SM asks all the class students to

stand around the playing area .

- -Chemistry SM ask the Benzene student

-to stand at the center of the Benzene

-Systemic]Fig.1[constructed at the middle

of the playing area by the aid of the sport

SM.

- -Fourth: Then chemistry SM ask the

students to do the following;

- -Six Carbon ] C [ students to stand at

the corners of benzene systemic

] Fig.1 [.

- -Six Hydrogen ] H [ students to stand

beside the carbon students ]connected

by hands[ at the sex corners of benzene

systemic ] Fig.2 [.

--The above performances takes place

with the help of sport and music SM,S.

C Benzene

C

C

C

C

C

Benzene

Fig.1

CBenzen

e

C

C

C

C

C

Fig.2

HH

HH

HH

- -Fifth: Then chemistry SM asks the

students to do the following;

- -Six electrons ]e [ students to stand at

the sides of benzene systemic ( two on

each alternating side & connected by

hands) .

- -Kekule-1 student to stand beside the

Benzene systemic ] Fig.3 [.

--The above performances takes place

with the help of sport and music SM,s.

C

Benzene

C

C

C

C

C

Fig.3

HH

HH

HH

Kekule(I)

e

e

ee

e

e

Sixth :Then chemistry SM asks the students to do the following:

- -Six electrons ]e [ students to stand at -the other alternating sides of the

benzene systemic ( two on each alternating side & connected by hands).

-The Kekule-1 student to change the structure by raising kekule-2 instead of

Kekule-1 ]Fig.4[

C Benzene

C

C

C

C

C

Fig.4

HH

HH

HH

Kekule(II)

ee

e

e

e

e

Seventh :The Chemistry SM asks the students To do the following:

- -Kekule-2 student to withdraw to the corners of the playing area.

- -Six electrons ]e [ students to stand at all the sides of benzene systemic ( one on each connected by hands) and move in a circular motion inside the Benzene

systemic.) - -RESONANCE HYBRIDE student to stand

beside the BENZENE SYSTEMIC ] Fig.5 [ -The above performances takes place

with the help of sport and music SM,s

C Benzene

c

C

C

C

C

Fig.5

HH

HH

HH

Resonance

e

e

e

e

e

e

Eighth :

Finally the Chemistry SM announces the end of Benzene Resonance Structure performance, and ask the students to withdraw from the playing area to the class room by the aid of sports SM.

-Application of the Activity model:- This activity model could be used as

applicable model for benzene structure & extended to other topics of organic chemistry or other branches of chemistry.

By implementation of Benzene structure activity Model we expecte d from our students to

-Go in a deep understanding of benzene structure

- Create attitudes towards working in a Team.

-Learn chemistry in a better environment

-Appreciate chemistry as a subject .

References:

1 )Gardner, Howard (1983; 1993) Frames of Mind: The theory of multiple intelligences, New York: Basic Books. The second edition was published in Britain by Fontana Press .

2 )Gardner, Howard (1999) Intelligence Reframed. Multiple intelligences for the 21st century, New York.

3 )Basic Books. Kornhaber, M. L. (2001) 'Howard

Gardner' in J. A. Palmer (ed.) Fifty Modern Thinkers on Education. From Piaget to the present, London :

4 )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].

5( Fahmy, A. F. M., Lagowski, J. J; Systemic Reform in Chemical Education An International Perspective, J. Chem. Edu. 2003, 80 (9), 1078.

6 )FahmyA.F.M., Nabil El-Dabie, Asmaa Geith, Fayza E Awad, Hanan Madboly; The International Conference on Teaching &Learning  (ICTL), Bridge water Collage, Boston, MA, July

27-30 (2009). 7 )Fahmy,A.F.M., Lagowski,J.J; The systemic approach to

teaching and learning [SATL]: A 10-year review,AJCE. 2011(1) 29-47

         

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