Functional relevance of students’ prior knowledge and situational uncertainty during verbal interactions in vocational classrooms: evidence from a mixed-methods study
Crossref DOI link: https://doi.org/10.1186/s40461-015-0023-7
Published Online: 2015-10-13
Published Print: 2015-12
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Kärner, Tobias
Warwas, Julia
License valid from 2015-10-13