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Record Nr. |
UNINA9910558089803321 |
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Autore |
Abdullah Mardziah Hayati |
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Titolo |
Self-directed learning : an imperative for education in a complex society / / edited by Elsa Mentz, Dorothy Laubscher, J. A. K. Olivier |
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Pubbl/distr/stampa |
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Bloomington, IN : , : AOSIS, , 2021 |
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Descrizione fisica |
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1 online resource (352 pages) |
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Collana |
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NWU self-directed learning series |
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Disciplina |
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Soggetti |
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Self-managed learning |
Learning strategies |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Title from title screen (viewed on June 6, 2003). |
Also distributed to depository libraries in microfiche, shipping list no.: 2003-0106-M. |
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Sommario/riassunto |
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Self-Directed Learning: An imperative for education in a complex society does a splendid jobof providing strong evidence for SDL as a way to prepare students with 21st-century skills,enabling them to be ready for the workforce where creativity, critical thinking, and problem-solving are paramount to success in creating innovations that will change the landscape of all societies. This book is an important one, as it provides diverse perspectives on SDL in multiple contexts. From street vendors' arithmetic skills to problem-based learning in chemistry, the book sets up for a healthy dialogue to ensure the regard of SDL and how it can occur inmultiple ways, places, and contexts. The book offers multiple chapters examining SDL. The most powerful chapter showcases the street knowledge of vendors and their ability to execute mathematical functions compared to those within formal schooling. The qualitative methods used for this chapter afforded the reader a vivid portrait of how mathematics can bean integral part of a person's life when placed within the context of everyday life. The examples of the street knowledge provided throughout this chapter are powerful and full of wisdom, and align with the mathematics standards released years ago, proposing teachers afford students the chance for multiple ways of problem solving instead of using one formulaic |
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method. This chapter, in particular, will empower the re-examining of teaching practices away from the abstract and into the actual way students 'think' about doing math.Researching student thinking is a powerful way to examine all subject matter and needs to be emphasised more in educational literature. This book will be an invaluable addition to the literature on self-directed learning and the research practices that best showcase how to analyse and interpret this complex phenomenon. |
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