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THE EFFECT OF INTENTIONAL CRITICAL THINKING INSTRUCTION ON IT LEARNERS’ SELF-DIRECTED LEARNING

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dc.contributor.author Bailey, Roxanne
dc.contributor.author Mentz, Elsa
dc.date.accessioned 2017-07-17T17:58:27Z
dc.date.available 2017-07-17T17:58:27Z
dc.date.copyright © 2016
dc.date.issued 2016-10
dc.identifier.citation Proceedings: Towards Effective Teaching and Meaningful Learning in Mathematics, Science and Technology. ISTE International Conference on Mathematics, Science and Technology Education 23-28 October 2016. Mopani Camp in Kruger National Park, Limpopo, South Africa. pp en
dc.identifier.isbn 978-1-86888-907-5
dc.identifier.uri http://hdl.handle.net/10500/22897
dc.language English
dc.language.iso en en
dc.publisher Unisa Press en
dc.rights All rights reserved. No part of this publication may be reproduced in any form or by any means - mechanical or electronic, including recordings or tape recording and photocopying - without the prior permission of the publisher, excluding fair quotations for purposes of research or review.
dc.title THE EFFECT OF INTENTIONAL CRITICAL THINKING INSTRUCTION ON IT LEARNERS’ SELF-DIRECTED LEARNING en
dc.type Article en
dc.description.department Institute for Science and Technology Education (ISTE) en
dc.rights.holder © 2016 University of South Africa


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