CHEMISTRY GETS EASIER INITIATIVE [CGEI] USES OF SATL & MULTIPLE INTELINGENCES[MI]

1. CHEMISTRY GETS EASIER INITIATIVE [CGEI] USES OF SATL & MULTIPLE INTELINGENCES[MI] IN DESIGNING OUTDOOR ACTIVITIES IN 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, Austin, Texas 78712, USA Website:www.satlcentral.com 22ICCE& 11ECRICE July - 2012

2. Why SATL? - SATL, will help students to understand interrelationships between concepts in a greater context. - SATL will help students in development of their mental framework with higher – level of cognitive processes such as analysis and synthesis.

3. 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.

4. Types of Intelligences • Gardner'initially formulated a list of seven Int. • Linguistic intelligence • Logical-mathematical intelligence • Bodily-kinesthetic intelligence • Musical intelligence • Spatial intelligence • Intrapersonal intelligence • Intrapersonal intelligence

5. 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 onthe basis of Cooperation between Chemistry Staff members and Music , and Sportsstaff members.

6. OBJECTIVES: • Uses Musical, body kinesthetic ,Interpersonal Intelligences to enhance logical & SpatialIntelligences in learning Chemistry. • Create attitudes towards working in a Team. .Create better environment for Teaching and Learning chemistry.

7. SENARIO • First:Chemistry staff member asks the students to write the following: • 1: [ 6-C ]&[6 - H ]Letters on pieces of white hard paper. Examples: • 2: 6-e Letters represent electrons on pieces of white hard papers Examples:

8. The following names and concepts:-3

9. 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

10. -Third:Chemistry Staff member [SM] takes all the class studentsto 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 Benzenestudent • 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.

11. - 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.

12. C C C C Benzene Benzene C C Fig.1

13. H H C C H C C H Benzene C C H H Fig.2

14. - 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-1student to stand beside the Benzene systemic [ Fig.3 ]. • -The above performances takes place with the help of sport and music SM,s.

15. Kekule (I) H H C C e e H C Benzene C e H e C e e C H H Fig.3

16. 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]

17. Kekule (II) H H C C e e H e C e C H Benzene e e C C H H Fig.4

18. 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 HYBRIDEstudent to stand beside the BENZENE SYSTEMIC[ Fig.5 ] • - The above performances takes place with • the help of sport and music SM,s

19. Resonance H H C c e e H C e Benzene C H e e e C C H H Fig.5

20. Eighth: • Finally theChemistry 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.

21. 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.

22. 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, AsmaaGeith, Fayza E Awad, HananMadboly; 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 • أما العلاقة بين العدد الأصغر والأكبر (أصغر  أكبر) هى علاقة جمع.