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

Esther Tan

    Research output: Contribution to journalArticleAcademicpeer-review

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

    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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