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Correction: How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps
International Journal of STEM Education volume 10, Article number: 63 (2023)
Correction : International Journal of STEM Education (2023) 10:60 https://doi.org/10.1186/s40594-023-00438-3
Following publication of the original article (El-Hamamsy et al. 2023), it was noticed that partially uncorrected page proofs were mistakenly published. The original article (El-Hamamsy et al. 2023) has been corrected and the publisher apologises to the authors and readers for the inconvenience caused by this error.
Below is a table of corrections which have been implemented in the original article.
Section | Originally published text | Corrected text |
---|---|---|
Sub-heading under ‘Study 1: student learning and the link with what teachers from the CS‑schools implemented’ | Methodology | Methodology (study 1) |
Sub-heading under ‘Study 1: student learning and the link with what teachers from the CS‑schools implemented’ | Participants and data collection | Participants and data collection (study 1) |
Sub-heading under ‘Study 1: student learning and the link with what teachers from the CS‑schools implemented’ | Analysis methodology | Analysis methodology (study 1) |
Table 2, rows 3–7 | [blank] | El-Hamamsy et al. (2021b) |
Sub-heading under ‘Study 1: student learning and the link with what teachers from the CS‑schools implemented’ | Results: the impact of teaching CS on student learning | Results: the impact of teaching CS on student learning (study 1) |
First paragraph of the ‘Student learning and the influence of the CS‑education received (study 1b)’ section | (…) see “Participants and data collection”) are available | (…) see “Participants and data collection (study 1)”) are available |
Sub-heading under ‘Study 2: student perception, the link with what teachers from the CS‑schools implemented, and correlations with performance | Methodology | Methodology (study 2) |
Sub-heading under ‘Study 2: student perception, the link with what teachers from the CS‑schools implemented, and correlations with performance | Participants and data collection | Participants and data collection (study 2) |
Footnote Table 6 | Please note that the survey also included items pertaining to the usage of robots and tablets but that these are not investigated in the present article | Please note that the items pertaining to the usage of robots and tablets are not investigated in the present article |
Sub-heading under ‘Study 2: student perception, the link with what teachers from the CS‑schools implemented, and correlations with performance | Analysis methodology | Analysis methodology (study 2) |
Second bullet-point list of the ‘Results: perception, the influence of what was taught since the start of the year on perception, and the link with performance (study 2)’ section | Finally, employing SEM on the model in Fig. 7 (see “Analysis methodology”) meets the fit requirements (…) | Finally, employing SEM on the model in Fig. 7 (see “Analysis methodology (study 2)”) meets the fit requirements (…) |
Last paragraph of the ‘Results: perception, the influence of what was taught since the start of the year on perception, and the link with performance (study 2)’ section | (…) see Fig. 8 in “Analysis methodology”) to see how performance is influenced by perception and demographics indicates that there is no significant link (see Table 7) | (…) see Fig. 8 in “Analysis methodology (study 2)”) to see how performance is influenced by perception and demographics indicates that there is no significant link (see Table 7) |
Table 7, row 1 | Percentage} (/100) | Percentage (/100) |
Sub-heading under ‘Study 3: student perception between CS‑schools and schools where teachers were not yet trained to teach computer science’ | Methodology | Methodology (study 3) |
Sub-heading under ‘Study 3: student perception between CS‑schools and schools where teachers were not yet trained to teach computer science’ | Participants and data collection | Participants and data collection (study 3) |
Sub-heading under ‘Study 3: student perception between CS‑schools and schools where teachers were not yet trained to teach computer science’ | Analysis methodology | Analysis methodology (study 3) |
References | El-Hamamsy, L.,, Zufferey, B. B. J. D., & Mondada, F. (2023a). Dataset for the evaluation of student-level outcomes of a primary school Computer Science curricular reform | El-Hamamsy, L., Bruno, B., Dehler Zufferey, J., & Mondada, F. (2023a). Dataset for the evaluation of student-level outcomes of a primary school Computer Science curricular reform [Data set]. Zenodo. https://doi.org/10.5281/zenodo.7489243 |
Reference
El-Hamamsy, I., Bruno, B., Audrin, C., Chevalier, M., Avry, S., Zufferey, J. D., & Mondada, F. (2023). How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps. Int J STEM Educ, 10, 60. https://doi.org/10.1186/s40594-023-00438-3
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El‑Hamamsy, L., Bruno, B., Audrin, C. et al. Correction: How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps. IJ STEM Ed 10, 63 (2023). https://doi.org/10.1186/s40594-023-00456-1
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DOI: https://doi.org/10.1186/s40594-023-00456-1