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Volume 1, ¹4



Art of Medicine
International Medical Scientific journal

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ART of MEDICINE

International Medical Scientific
Journal

Volume 1, ¹4 December 2021



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Volume 1, ¹4

Art of Medicine
International Medical Scientific journal

Founder and Publisher Pascual Izquierdo-Egea
Published science may 2021 year. Issued Quarterly.
Internet address: http://artofmedicineimsj.us
E-mail: info@artofmedicineimsj.us
11931 Barlow Pl  Philadelphia, PA 19116, USA

CHIEF EDITOR

Dr. Pascual Izquierdo-Egea

EDITORIAL BOARD

Prof. Dr. Francesco Albano

Dr. Catherine J. Andersen

Prof. Dr. Sandro Ardizzone

Dr. Dmitriy Atochin

Prof. Dr. Antonio Aversa

Prof. Dr. Tamam Bakchoul

Prof. Dr. Pierre-Gregoire Guinot

Prof. Dr. Rainer Haak

Prof. Henner Hanssen



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ERADICATION OF HISTOPATHOLOGICAL AND BIOCHEMICAL
CHANGES IN TESTES AND REPRODUCTIVE ORGANS ON EXPOSURE TO
ORGANOPHOSPHATE, ETHION

Department for Health Services Research,
Carl von Ossietzky University of Oldenburg,

Oldenburg, Germany

Abstract: The question-answer centered theory is another important discovery after the
three major theories of modern education (student centered theory, subject centered theory
and culture centered theory), and it is also the divergence of educational models between
western countries and Eastern countries. Problem centered teaching is a theme of quality
education in recent years. Its core ideas mainly include: starting from problems, carrying
out innovative questions, cultivating problem awareness; taking problems as a link, running
through all links of "preparation, speaking, practice, assistance and examination" in
chemistry teaching; cultivating creative thinking and solving problems.

Key words: Question-answer centered theory; Creative thought; Question awareness;
Chemistry Teaching

Introduction
The German educator F.A. Diesterweg ever said: "don't be keen on teaching students

knowledge.Try to let students find it and get it through their own activities. The real
teacher is not to let the students observe the completed science building, but to lead
them to participate in the construction project until the completion. Through this process,
they were taught the basic methods of construction. First class teachers teach students
how to find the truth. Second class teachers ask students to study the truth. Later, an
American psychologist Bruna put forward the discovery method. He believed that discovery
is not limited to seeking things that human beings have not yet known, but "including
all forms of knowledge obtained personally with his own mind". It is suggested that the
goal of structural curriculum should be realized by discovery method.Students' learning
and scientists' research, their intellectual activities are only different in degree but not
in nature. Bruner attaches great importance to human initiative and emphasizes that
students should learn actively. In order to cultivate a new generation of knowledge
leaders, or in the student era, the new generation will be trained as primary school
students and small scientists. This kind of teaching purpose theory, curriculum theory
and methodology highly unify and complement each other, which constitutes the
unique style of Bruner's teaching theory. This is to guide students to actively think about,
explore and develop  corresponding principles and conclusions based on certain problems
and materials provided by teachers and books. This kind of teaching method is discovery
method.Discovery teaching is called discovery teaching. The discovery method creates
the situation of research problems, causes similar tasks and problems of scientific
research in students' consciousness, and urges them to explore and master scientific
conclusions. Therefore, discovery teaching is hypothetical. Most of the traditional teaching
methods are to teach the ready-made knowledge to students; students only want to learn
what, remember what, how to memorize it and so on, and they are in a passive state of
accepting knowledge. This kind of teaching is explanatory.

The author thinks that "problem" is the core and essence of the discovery method.
Because all of these activities are inseparable from "problems". From realizing the
existence of the problem, or putting forward the problem, to exploring the problem, to
solving the "problem", it can be seen as a process of seeking the answer. As early as in

Inge Köhne 



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the spring and Autumn period of China, Confucius, a great educator, put forward the
idea of "questioning, thinking and asking",His wise saying "there must be my teacher for
three people" has been handed down to this day.In Hanyu's "persuading students to
learn", he said that "teachers, so preachers and dispellers" all emphasized the importance
of the problem.Throughout the history of mankind, outstanding creative masters and
scientists have always been able to see through the smallest, commonplace and
commonplace phenomena and see problems as challenges and opportunities for success,In
addition, with persistent efforts, we have finally put forward the idea of Straighten to "!".

Problem consciousness refers to the psychological state of perplexity and exploration
when people realize some practical or theoretical problems that are difficult to solve
and have doubts in the cognitive activities. It is reasonable to say that problem consciousness
is the innate instinct of human beings and does not need to be cultivated."Life is about
facing problems, and solving problems is about growing wisdom," said goldford, President
of the American Psychological Association?Creative problem solving is the core of
human activities. Please see that as soon as the children learn to walk, they try to get rid
of the shackles of adults, leave the big road that adults think is justified and used to, and
go to the road that is not the road where there are mud pools, stones and weeds. To say
it is not a road is to say it from the perspective of adults; to say it is a road is to say it from
the perspective of children. The children didn't have the concept of road originally, it
was because of the repeated instruction and coercion of parents that the children gave
up the different roads every time and walked onto the recognized Road [4].But Mr. Lu
Xun said: "there is no way in the world, there are many people walking, and it will
become a way." This sentence is really thought-provoking.

The watershed between traditional and modern education theories lies in whether
children are the starting point, while modern education theories emphasize children as
the starting point. The most common thing a child says when he or she is two years old
is the question: "what is this?" "What is that?". At the age of three, I began to ask, "why?"
Until the age of five. Children of this age often ask scientific questions, such as: "why can
pigeons fly to the roof? Why does it have wings? " Why can't geckos fall down on the
roof.

Unfortunately, with the growth of age, problem awareness tends to be weakened, so
the students' problem awareness needs to be specially trained. When primary school
students are just entering school, they come into the school with questions in high spirits.
They are full of fantastic ideas. Every child has infinite desire for knowledge and
expression,Therefore, on the first day when the teacher asked them questions, 60
students raised 120 hands. Everyone wanted to answer the questions too much, so they
all raised their hands. In the face of such high enthusiasm, the general teacher's usual
reaction was: students should learn the correct posture, raise one hand, and put the
other down, so the 120 small hands were reduced to 60, but this did not hinder
Children's enthusiasm, a hand on a hand, the rest of the hand is still very high, not only
high and shaking left and right, nothing more than to attract the attention of the teacher:
"I want to say, I want to say!"In the face of the enthusiasm of the students, the teacher's
response is: "raise your hands to have the right posture, arms do not leave the table".
Although the children are a little discouraged, they quickly adapt to this requirement.
Hold your little hand up as required. When the children's answers meet the standard
answer, they will be affirmed and praised by the teacher. If they are unique or ask some
absurd questions, they will inevitably be criticized and ridiculed. In the face of such a
situation, the enthusiasm of children to ask questions is gradually reduced. We can see
the following situation: the students in the lower grade of primary school are like a forest
of small hands, the students in the higher grade of primary school are gradually sparse,



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the students in the middle school raise their hands only like stars, and no one raises
their hands in the high school. They understand the rules of answering questions, and
know that if they don't answer or ask questions, there will be no trouble, but if they
don't answer well, there will be unpleasant results,This is the first; the second is that all
the questions of teachers have standard answers, and asking is only a means. People
gradually learn to listen passively and wait for teachers to ask and answer themselves.
With the development of this kind of attitude, the problem consciousness is also gradually
weakened. Only when college students and graduate students do knowledge will they
find that the previous problem consciousness and thinking ability are quite important for
scientific research and invention and creation, but "stereotype" limits their thinking
ability. In the face of students' questions, we should encourage the questioners to find
information, provide possible answers, and evaluate the possible answers.

Since the establishment of the education system, there have been special problems.
The problem is the accompanying production of the education system. Since we have
textbooks, we have exercises.

That's right and wrong. After Chinese children come home from school, the first
sentence of parents is: "have you finished your homework today? Does the teacher still
assign homework? " And another country in the world, like China, which is particularly
concerned about the next generation of education, Israel, when the children come
home from school, the first words of parents are: "did you ask the teacher at school
today?" If the child says proudly, "yes, the teacher didn't answer!" Then parents will be
as happy as their children.Another example: at the end of 1998, an American science
education delegation visited Shanghai, hoping to listen to an open class of science
education in high school. The receptionist arranged a very famous key middle school to
give them a physics lesson in the first year of high school.

The teacher is an excellent super teacher. In the teaching process, the teaching
purpose is clear, the teaching content is clear, the teaching method is flexible, there is
theory and experience; the teaching process is active, the teacher asks questions, the
students answer questions, the teachers and students interact with each other, and the
atmosphere is warm; the teacher's language is accurate and concise, and the teaching
time is well arranged, when the teacher says, "this class will come here." Wait, the bell
for class is ringing. According to our habitual concept, this class is seamless. Next,
nearly 100 teachers applauded as the bell rang. But five American guests had no expression.
The next day when the receptionist asked them to talk about their impressions, their
answers were unexpected. They asked, "the teacher asked questions and the students
answered questions in this class. Since all the students can answer the teacher's questions,
what else can they do in this class?"It can be seen that different countries have different
educational traditions and need international exchanges and mutual reference to develop
their strengths and make up for their weaknesses.

In the traditional teaching process, the knowledge transfer to students is basically
realized by recurring and concluding questions. But in the above two ways of asking
questions, students are allowed to accept the ready-made knowledge in books, without
fully considering how to teach students to create, so it is impossible to cultivate students'
creativity very well. The fundamental purpose of learning is to better serve human beings.
For example, according to the law of gravitation, scientists have made earth satellites.
Therefore, it is an urgent task for us educators to cultivate students' creativity, ask
creative questions and make them have creative thinking. Many scientific discoveries
come from problems, such as Newton's discovery of the law of gravitation: Why did
Apple land? If you take this question to ask a person who has no scientific brain, he will
definitely say: "nonsense, where does apple fall? Will it fall into the sky? " But Newton



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spread out his imagination wings. He thought, "why does the apple on the tree fall on the
ground instead of fly to the sky? No matter how high the apple tree is, the apple will
fall, so it has nothing to do with the height of the tree. If the tree is higher than the
moon, will the apple fall from the moon? Isn't the moon a big apple? Why doesn't it land
on earth? " After a series of in-depth and detailed research, we finally found the law of
universal gravitation. The graduation project of the famous "Massachusetts Institute of
technology" and "Harvard University" needn’t write papers, but to submit physical
works, which is a good method.

Creative questioning is to raise creative questions in teaching, and then lead to the
teaching of creative thinking. First of all, we must make clear what is creative problem.
In order to be creative, one of the following two conditions must be met: first, the
problem should enable students to understand the actual process of previous creation.
Second, the problem should be able to make students try to carry out a creative activity.
This is the starting point to analyze whether a problem has creativity in teaching. For a
specific question, we should consider the following two aspects to judge whether it is
creative: first,  the relationship  between the question and the existing knowledge level
of students; second, the way of asking questions. That is to say, how to ask questions can
make them think positively and answer enthusiastically in the direction you expect, so
as to avoid students' feeling that "a dog has no place to bite a hedgehog". Creative teaching
questions are mainly to let students understand the ways of previous research and
problem-solving, in which the knowledge of scientific history and chemical history is
essential. The development of science is a model of putting forward - solving - putting
forward again in practice - solving problems. It is called "learning by doing" for researchers
to study and work with problems. College students with problems to attend classes, to
learn, will receive twice the result with half the effort. For example, when talking about
the theory of acid and alkali, from the earliest proposal of the concept of acid and alkali
to the coming out of "Arrhenius's acid and alkali ionization theory", let students understand
the development of the theory along the historical footprint, and understand its historical
contribution and limitations. In order to solve the problems left by this theory, the "acid-
base proton theory of brownstead" is introduced. When one problem is solved, another
problem arises. This problem needs to be solved by another theory - "acid-base solvent
system theory". In this way, in the exploration of solving the old problems and generating
new problems, we have comprehensively mastered the modern acid-base theoretical
knowledge.Suhomlinsky pointed out that "research-based learning refers to a learning
method in which students obtain knowledge and apply knowledge in a similar way to
scientific research under the guidance of teachers."This method follows the law that the
teacher's leading role and the student's main role are opposite, unified and mutually
restricted, embodies the guiding ideology of heuristic teaching,  and realizes the principle
of democratization and subjectivity of teaching. This educational concept is the value
and goal to be established and pursued in the implementation of quality education today.
Through research and learning, students' questioning ability can be cultivated. The so-
called research, first of all, is to detect the existence of the problem, clarify the content
of the problem, and then form a hypothesis, and then verify or overturn the hypothesis
through experiments, surveys, literature review and other methods, and then write the
research process,  data or  conclusions into a report,  if possible,  make suggestions. Participate
in research questions, let students experience the actual process of invention and creation
under the guidance of teachers, so as to preliminarily realize the attempt and imitation
of creation activities. In fact, research is also based on problems. If there is no "problem",
what should we study? And we can train students' innovation ability in one question and
many questions. For example, when we talk about super-acid, we mentioned that HF



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belongs to the category of super-acid, and its acidity is stronger than H2SO4. Some
students are confused. At this time, "why HF belongs to superacid" should be put forward
and answered in time. To answer this question, we may first ask a question:

"what acid is the most acidic among the acids we have learned in basic inorganic
chemistry?" "How does its acidity manifest?" Some students answered H2SO4, some
said HNO3, some said HCI, and some said "aqua regia", so aqua regia is the strongest in
terms of its solubility to metals. The reason is that in the aqua regia system with the
strongest solubility, it contains not only strong oxidants such as HNO3,

Cl2 and NOCl, but also high concentration of Cl- which is easy to form stable
complexes with metalions. For example, [AuCl4]- or [PtCl6]2-, thus reducing the
concentration of metal ions, which is conducive to the reaction in the direction of metal
dissolution. Next, we will further question the condition of HF as weak acid. Under what
circumstances is HF weak acid? Students often have incomplete answers. In fact, HF is
a weak acid when the concentration is small. When the concentration is large, the acid
is very strong. The next answer is that HF is the reason for superacidity. Through the
analysis, we know that the root cause of not accepting HF as super acid is that their
thoughts are still "immersed in aqueous solution". We can make a finishing point. The
premise of discussing super acid is "in non-aqueous solution", turn this around first, and
then explain the characteristics of especially strong protonation ability. After step-by-
step explanation, students can master it well, I was also very impressed.Another
example is to give students a bottle of colorless solution or  white precipitate to analyze
its components. Students can solve this problem better than giving them ten theoretical
lessons to explain this problem. It is an excellent content to use the analysis scheme of
anion and anion system in chemical analysis, but many schools have cut off this chapter
because they are too troublesome and time-consuming. It's not worth the loss! Therefore,
it is quite reasonable for some chemistry departments of key universities to arrange the
experimental class hours as well as the theoretical class hours, or even more than the
theoretical class hours. Stephen divides the questions in the discussion into seven types
and points out that the core pillar  of participating in the discussion is to master  the
skills of questioning, listening and answering. The students' knowledge and skills are
formed between asking and being asked, answering and being answered. The ability of
asking lies in the students. It depends on the teachers' level whether they can run through
the teaching with questions. Some problems are relatively simple, and most of them are
very complex, so we need to learn the skills of finding problems. This skill is not the stars
in the sky, but can be mastered by everyone through learning. The way to learn is to
understand and practice. After a period of training, you will get the courage necessary to
face the problem.



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