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Education Sciences
Volume 12
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10.3390/educsci12010021
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Correction to Educ. Sci. 2021, 11(9), 558.
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Correction

Correction: Mahler et al. Preservice Biology Teachers’ Scientific Reasoning Skills and Beliefs about Nature of Science: How Do They Develop and Is There a Mutual Relationship during the Development? Educ. Sci. 2021, 11, 558

by
Daniela Mahler
1,2,*,†,
Denise Bock
2 and
Till Bruckermann
3,*,†
1
Biology Education, Freie Universität Berlin, 14195 Berlin, Germany
2
IPN—Leibniz Institute for Science and Mathematics Education, 24118 Kiel, Germany
3
Institute of Education, Leibniz University Hannover, 30167 Hannover, Germany
*
Authors to whom correspondence should be addressed.
†
These authors contributed equally to this work.
Educ. Sci. 2022, 12(1), 21; https://doi.org/10.3390/educsci12010021
Submission received: 3 December 2021 / Accepted: 3 December 2021 / Published: 30 December 2021
Browse Figure
Versions Notes

Error in Figure

In the original version of the paper [1], a regression weight was assigned to the wrong cross-lagged path in Figure 1 (bottom). In the original version, the regression weight (B = −0.22) was assigned to the cross-lagged path between scientific methods (MET) at semester 3 and scientific reasoning (SR) skills at semester 5. In the correct version, the regression weight (B = −0.22) is assigned to the cross-lagged path between SR skills at semester 3 and MET at semester 5. A correct version of the figure can be taken from this correction. This correction does not change the conclusions drawn in the article, as the text portions of the manuscript correctly report the regression weights. Also, we would like to apologize for any inconvenience this change may have caused.

Reference

  1. Mahler, D.; Bock, D.; Bruckermann, T. Preservice Biology Teachers’ Scientific Reasoning Skills and Beliefs about Nature of Science: How Do They Develop and Is There a Mutual Relationship during the Development? Educ. Sci. 2021, 11, 558. [Google Scholar] [CrossRef]
Education 12 00021 g001 550
Figure 1. Unstandardized regression weights for (auto-)regression paths of cross-lagged models computed for scientific reasoning and nature of science subscales; tentativeness, TEN; social and cultural embeddedness, SCE; and scientific methods, MET; numbers in subscript refer to the respective semester; * p < 0.05, ** p < 0.01, *** p < 0.001.
Figure 1. Unstandardized regression weights for (auto-)regression paths of cross-lagged models computed for scientific reasoning and nature of science subscales; tentativeness, TEN; social and cultural embeddedness, SCE; and scientific methods, MET; numbers in subscript refer to the respective semester; * p < 0.05, ** p < 0.01, *** p < 0.001.
Education 12 00021 g001
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MDPI and ACS Style

Mahler, D.; Bock, D.; Bruckermann, T. Correction: Mahler et al. Preservice Biology Teachers’ Scientific Reasoning Skills and Beliefs about Nature of Science: How Do They Develop and Is There a Mutual Relationship during the Development? Educ. Sci. 2021, 11, 558. Educ. Sci. 2022, 12, 21. https://doi.org/10.3390/educsci12010021

AMA Style

Mahler D, Bock D, Bruckermann T. Correction: Mahler et al. Preservice Biology Teachers’ Scientific Reasoning Skills and Beliefs about Nature of Science: How Do They Develop and Is There a Mutual Relationship during the Development? Educ. Sci. 2021, 11, 558. Education Sciences. 2022; 12(1):21. https://doi.org/10.3390/educsci12010021

Chicago/Turabian Style

Mahler, Daniela, Denise Bock, and Till Bruckermann. 2022. "Correction: Mahler et al. Preservice Biology Teachers’ Scientific Reasoning Skills and Beliefs about Nature of Science: How Do They Develop and Is There a Mutual Relationship during the Development? Educ. Sci. 2021, 11, 558" Education Sciences 12, no. 1: 21. https://doi.org/10.3390/educsci12010021

APA Style

Mahler, D., Bock, D., & Bruckermann, T. (2022). Correction: Mahler et al. Preservice Biology Teachers’ Scientific Reasoning Skills and Beliefs about Nature of Science: How Do They Develop and Is There a Mutual Relationship during the Development? Educ. Sci. 2021, 11, 558. Education Sciences, 12(1), 21. https://doi.org/10.3390/educsci12010021

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