Skip to main content

CORRECTION article

Front. Educ., 22 October 2024
Sec. STEM Education
Volume 9 - 2024 | https://doi.org/10.3389/feduc.2024.1507343

Corrigendum: Design as a learning opportunity in biology lessons—a cross-domain STEM approach and its impact on biological subject knowledge

This article is a correction to:

  1. Design as a learning opportunity in biology lessons—a cross-domain STEM approach and its impact on biological subject knowledge

    1. Read original article
\nMarkus Reiser Markus Reiser1*Martin BinderMartin Binder2Holger WeitzelHolger Weitzel1
  • 1Department of Biology, Weingarten University of Education, Weingarten, Germany
  • 2Technical Education, Weingarten University of Education, Weingarten, Germany

A Corrigendum on
Design as a learning opportunity in biology lessons—a cross-domain STEM approach and its impact on biological subject knowledge

by Reiser, M., Binder, M., and Weitzel, H. (2024). Front. Educ. 9:1462822. doi: 10.3389/feduc.2024.1462822

In the published article, there was an error. There was a misformulation of a conclusion.

A correction has been made to the Discussion, paragraph 5. This sentence previously stated:

“Concerning Q3, it can be stated that the pupils who followed the Design approach understood the concepts of the ‘actionist principle' and the ‘antagonist principle' better than those of the other approaches, especially concerning the measurement time T2.”

The corrected sentence appears below:

“Concerning Q3, it can be stated that the students who followed the Design approach understood the concepts of the “actionist principle,” “antagonist principle,” and “muscles stretching over joints” better than the participants in the Reconstruction approach. And that the “actionist” concept was better understood compared to the Biology approach. This is particularly evident in the long-term comparison at measurement time T2.”

The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Keywords: integrated STEM-education, learning biology, design-based learning, crossdomain, conceptual knowledge

Citation: Reiser M, Binder M and Weitzel H (2024) Corrigendum: Design as a learning opportunity in biology lessons—a cross-domain STEM approach and its impact on biological subject knowledge. Front. Educ. 9:1507343. doi: 10.3389/feduc.2024.1507343

Received: 07 October 2024; Accepted: 10 October 2024;
Published: 22 October 2024.

Edited and reviewed by: Gladys Sunzuma, Bindura University of Science Education, Zimbabwe

Copyright © 2024 Reiser, Binder and Weitzel. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Markus Reiser, markus.reiser@ph-weingarten.de

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.