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
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.
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.
 Linguistic intelligence

Logical-mathematical intelligence

Bodily-kinesthetic intelligence
 Musical intelligence
 Spatial intelligence
Intrapersonal intelligence
Intrapersonal intelligence
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
First: Chemistry staff member asks
the students to write the following:
1: [ 6-C ]&[6 - H ]Letters on pieces of white
hard paper.
Examples: C
C
C
H
H
2: 6-e Letters represent electrons on pieces of
white hard papers
Examples: e
e
e
3 -The following names and concepts:
BENZENE
RESONANCE
HYBRIDE
KEKULE-1
KEKULE-2
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
C
C
C
Benzene
Benzene
C
C
Fig.1
H
H
C
H
C
C
C
Benzene
C
C
H
H
Fig.2
H
- 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.
H
H
C
H
Kekule
(I)
C
C
Benzene
C
e
C
e
H
C
H
Fig.3
H
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]
H
H
C
C
e
H
Kekule
(II)
e
C
C
Benzene
C
C
H
H
Fig.4
H
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
Resonance
H
H
c
C
H
C
Benzene
C
C
C
H
H
Fig.5
H
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