Abstract
Abstract It is argued that the demonstrable success of the Systemic Approach to Teaching and Learning (SATL) arises from the relationship of the SATL techniques to constructivist learning theory and the most current interpretation of brain function which, from one point of view, also operates on constructivist principles.
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Lagowski, J. (2009). SATL, Learning Theory, and the Physiology of Learning. In: Gupta-Bhowon, M., Jhaumeer-Laulloo, S., Li Kam Wah, H., Ramasami, P. (eds) Chemistry Education in the ICT Age. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9732-4_8
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