Effects of two differently sequenced classroom scripts on common ground in collaborative inquiry learning
Crossref DOI link: https://doi.org/10.1007/s11251-018-9460-6
Published Online: 2018-06-18
Published Print: 2018-12
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Tan, Esther http://orcid.org/0000-0002-9292-3130
Text and Data Mining valid from 2018-06-18
Article History
Received: 2 June 2017
Accepted: 12 June 2018
First Online: 18 June 2018