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Publisher Correction: “It’s all in the moment”: a mixed-methods study of elementary science teacher adaptiveness following professional development on knowledge generation approaches

Disciplinary and Interdisciplinary Science Education Research volume 4, Article number: 17 (2022) Cite this article

The Original Article was published on 05 April 2022

Publisher Correction: Discip Interdscip Sci Educ Res 4, 12 (2022)

https://doi.org/10.1186/s43031-022-00052-3

The original publication of this article had several incorrect citations as listed below:

  • Authors, 2020 (cited five times)

  • Authors, 1999 (cited two times)

The original article has been updated with the correct citation information.

The publisher apologizes to the authors & readers for the inconvenience caused.

Author information

Authors and Affiliations

  1. Department of Teacher Education, Texas Tech University, 3002 18th St, #351, Lubbock, TX, 79409, USA

    Catherine Lammert

  2. Department of Teaching and Learning, University of Iowa, N297 Lindquist Center, Iowa City, IA, 52242, USA

    Brian Hand & Gavin Fulmer

  3. Department of Lammert et al. Disciplinary and Interdisciplinary Science Education Research (2022) 4:12 Page 12 of 13 Curriculum and Instruction, University of Alabama, BOX 870232, Tuscaloosa, AL, 35401, USA

    Jee Kyung Suh

Authors
  1. Catherine Lammert
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  2. Brian Hand
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  3. Jee Kyung Suh
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  4. Gavin Fulmer
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Corresponding author

Correspondence to Catherine Lammert.

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Lammert, C., Hand, B., Suh, J.K. et al. Publisher Correction: “It’s all in the moment”: a mixed-methods study of elementary science teacher adaptiveness following professional development on knowledge generation approaches. Discip Interdscip Sci Educ Res 4, 17 (2022). https://doi.org/10.1186/s43031-022-00058-x

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  • DOI: https://doi.org/10.1186/s43031-022-00058-x