Effects of two differently sequenced classroom scripts on common ground in collaborative inquiry learning

Esther Tan

Research output: Contribution to journalArticleAcademicpeer-review

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Original languageEnglish
Pages (from-to)893–919
Number of pages27
JournalInstructional Science
Volume46
Issue number6
DOIs
Publication statusPublished - Dec 2018

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Keywords

  • COMMUNICATION
  • Classroom scripts
  • Collaborative inquiry learning
  • Common ground
  • Coordination of process and content
  • EDUCATION
  • FRAMEWORK
  • Grounding
  • KNOWLEDGE
  • Regulative processes
  • TECHNOLOGY
  • TOOLS

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