Correction to: Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression (Research in Science Education, (2018), 48, 5, (887-911), 10.1007/s11165-016-9584-0)

J. W. Schramm; H. Jin; E. G. Keeling; M. Johnson; H. J. Shin

doi:10.1007/s11165-018-9755-2

Correction to: Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression (Research in Science Education, (2018), 48, 5, (887-911), 10.1007/s11165-016-9584-0)

J. W. Schramm
, H. Jin
, E. G. Keeling
, M. Johnson
, H. J. Shin

Middle Grades & Secondary Education

Research output: Contribution to journal › Commentary

1 Scopus citations

Abstract

The original version of this article unfortunately contained a mistake. The name of “JW Schramm” was incorrectly captured as “Schramm JW.”.

Original language	English
Pages (from-to)	913
Number of pages	1
Journal	Research in Science Education
Volume	48
Issue number	5
DOIs	https://doi.org/10.1007/s11165-018-9755-2
State	Published - Oct 1 2018

Scopus Subject Areas

Education

Access to Document

10.1007/s11165-018-9755-2

Fingerprint

Dive into the research topics of 'Correction to: Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression (Research in Science Education, (2018), 48, 5, (887-911), 10.1007/s11165-016-9584-0)'. Together they form a unique fingerprint.

Cite this

Schramm, J. W., Jin, H., Keeling, E. G., Johnson, M., & Shin, H. J. (2018). Correction to: Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression (Research in Science Education, (2018), 48, 5, (887-911), 10.1007/s11165-016-9584-0). Research in Science Education, 48(5), 913. https://doi.org/10.1007/s11165-018-9755-2

Schramm, J. W. ; Jin, H. ; Keeling, E. G. et al. / Correction to : Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression (Research in Science Education, (2018), 48, 5, (887-911), 10.1007/s11165-016-9584-0). In: Research in Science Education. 2018 ; Vol. 48, No. 5. pp. 913.

@article{92b6cba55ab04deda69282c5b0f0f697,

title = "Correction to: Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression (Research in Science Education, (2018), 48, 5, (887-911), 10.1007/s11165-016-9584-0)",

abstract = "The original version of this article unfortunately contained a mistake. The name of “JW Schramm” was incorrectly captured as “Schramm JW.”.",

author = "Schramm, \{J. W.\} and H. Jin and Keeling, \{E. G.\} and M. Johnson and Shin, \{H. J.\}",

note = "Publisher Copyright: {\textcopyright} 2018, Springer Nature B.V.",

year = "2018",

month = oct,

day = "1",

doi = "10.1007/s11165-018-9755-2",

language = "English",

volume = "48",

pages = "913",

journal = "Research in Science Education",

issn = "0157-244X",

publisher = "Springer Netherlands",

number = "5",

}

Schramm, JW, Jin, H, Keeling, EG, Johnson, M & Shin, HJ 2018, 'Correction to: Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression (Research in Science Education, (2018), 48, 5, (887-911), 10.1007/s11165-016-9584-0)', Research in Science Education, vol. 48, no. 5, pp. 913. https://doi.org/10.1007/s11165-018-9755-2

Correction to: Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression (Research in Science Education, (2018), 48, 5, (887-911), 10.1007/s11165-016-9584-0). / Schramm, J. W.; Jin, H.; Keeling, E. G. et al.
In: Research in Science Education, Vol. 48, No. 5, 01.10.2018, p. 913.

Research output: Contribution to journal › Commentary

TY - JOUR

T1 - Correction to

T2 - Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression (Research in Science Education, (2018), 48, 5, (887-911), 10.1007/s11165-016-9584-0)

AU - Schramm, J. W.

AU - Jin, H.

AU - Keeling, E. G.

AU - Johnson, M.

AU - Shin, H. J.

PY - 2018/10/1

Y1 - 2018/10/1

N2 - The original version of this article unfortunately contained a mistake. The name of “JW Schramm” was incorrectly captured as “Schramm JW.”.

AB - The original version of this article unfortunately contained a mistake. The name of “JW Schramm” was incorrectly captured as “Schramm JW.”.

UR - https://www.scopus.com/pages/publications/85053401081

U2 - 10.1007/s11165-018-9755-2

DO - 10.1007/s11165-018-9755-2

M3 - Commentary

AN - SCOPUS:85053401081

SN - 0157-244X

VL - 48

SP - 913

JO - Research in Science Education

JF - Research in Science Education

IS - 5

ER -

Schramm JW, Jin H, Keeling EG, Johnson M, Shin HJ. Correction to: Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression (Research in Science Education, (2018), 48, 5, (887-911), 10.1007/s11165-016-9584-0). Research in Science Education. 2018 Oct 1;48(5):913. doi: 10.1007/s11165-018-9755-2

Correction to: Improved Student Reasoning About Carbon-Transforming Processes Through Inquiry-Based Learning Activities Derived from an Empirically Validated Learning Progression (Research in Science Education, (2018), 48, 5, (887-911), 10.1007/s11165-016-9584-0)

Abstract

Scopus Subject Areas

Access to Document

Other files and links

Fingerprint

Cite this