Developing and assessing pre- and in-service science and engineering teachers’ systems thinking and modeling skills through an asynchronous online course
By Peretz, R., Dori, D., and Dori, Y. J. (2023). Front. Educ. 8:1154893. doi: 10.3389/feduc.2023.1154893
Due to a production error in Table 3, the “Content description” column heading was placed above the “Module” column, and vice versa. This has been rectified.
In the published article, there was an error in the Abstract. The original sentence was: “Research tools included the online assignment that the participants developed, dedicated rubrics for analyzing their assignments, accounting for use of modeling, media, visualization, micro–macro-process scientific understanding levels, and a mix of closed- and open-ended questions.”
This should have been written as: “Research tools included the online assignment that the participants developed, a dedicated rubric for analyzing their assignments, accounting for use of modeling and systems concepts and the integration of sustainability and COVID-19 issues, a variety of thinking skills, visualizations and disciplines, and a mix of closed- and open-ended questions.”
The publisher apologizes for these errors. The original article has been updated.
Keywords: STEM teachers, systems thinking, modeling, online assignments, rubric, Object-Process Methodology—OPM
Citation: Frontiers Production Office (2023) Erratum: Developing and assessing pre- and in-service science and engineering teachers' systems thinking and modeling skills through an asynchronous online course. Front. Educ. 8:1209966. doi: 10.3389/feduc.2023.1209966
Received: 21 April 2023; Accepted: 27 April 2023;
Published: 16 May 2023.
Approved by:
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