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

Bailey, Roxanne; Mentz, Elsa

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