Correction

This article refers to:

Sequential patterns of students’ drawing in constructing scientific explanations: focusing on the interplay among three levels of pictorial representation

Article title: SEQUENTIAL PATTERNS OF STUDENTS’ DRAWING IN CONSTRUCTING SCIENTIFIC EXPLANATIONS: FOCUSING ON THE INTERPLAY AMONG THREE LEVELS OF PICTORIAL REPRESENTATION

Authors: Joonhyeong Park, Jina Chang, Kok-Sing Tang, David F. Treagust and Mihye Won

Journal: International Journal of Science Education

DOI: https://doi.org/10.1080/09500693.2020.1724351

List of corrections done in the original article

1. Placement of Table 8 and Figure 5 on page 14 before "Pattern 3–2 (SS-UN-US)"

2. The movement of the text "Response to research question 2: roles of three pictorial representational levels in the construction of explanations" after Figure 6 on page 18.

3. The second column of Table 9 on pages 16-17 should be widened a further as the same as Table 8 on page 15.

4. The fourth row of Table 10 on page 19 should be rearranged to fit the proper columns: There are four figures in this row. Each figure should be located in each group column.

Tables 9 and 10 placed here for your reference:

Table 9. G4S3’s drawing in Lesson 2.

Focus	Verbal representation	Pictorial representation				Type
		Time	Turn	Drawing	Level
Length of water jets	-	01:28:17	1		SS	DE
	-	01:30:55	2
Degree of pressure	(Group 4, 01:36:41) 1 R2: What this means? Oh, pressure. 2 G4S3: Yes. 3 R2: Then, you mean this [dark symbol] means more pressure than this [light symbol]? 4 G4S3: Yes. And, the way the darker is the more weight. 5 R2: Aha, when you go deeper, the more weight. 6 G4S3: Yes, because of gravity. … Because the bottom one [water] holds the top one [water] and the deeper it goes more pressure than here [top]. …  7 R2: Okay, you mean the dark one does not mean the [water] particles’ mass itself. Can you describe in more detail?	01:34:12	3	[Drawing his own symbol to represent the degree of water pressure with darkness]	UN	CE
Accumulation of water particles’ weight		01:50:35	4	[Drawing the water particles to show the accumulation]	US	CE

Table 10. Comparison of each group’s drawing depending on which phenomenon is being focused on.

	Examples from each group
Verbal representations	(Following the steps of TFA, this step was a whole-class discussion after group discussions about the main question of Lesson 1) T: The question is, we took three bottles containing solids, liquids and gases respectively. What happens in the bottles in terms of the particles. Who can tell me? G1S3: Well, in liquids, it's the shape changes (Group 1) as well as the particles. T: What's the particles doing there? …  G1S3: They move around maybe? T: What's about solid … G4S4? G4S4: I don't know really know how to explain what happened in particle, but I know we tilted it goes to the lowest part of the bottle (Group 4) …  T: Who can explain me what's happening to the solids in terms of particles? G2S4? G2S4: It's keeping its shape (Group 2), because the particles are packed so tightly together. T: Okay, so it keeps the shape. … G3S1? G3S1: So, basically, the solids is, because of the gravity. It is on the lowest part as possible (Group 3).
The initial focus of each group	Shape of matter	Shape of matter	Position of matter	Position of matter → Shape of matter
The end stage of drawings	Group 1 (G1S1)	Group 2 (G2S2)	Group 3 (G3S1)	Group 4 (G4S2)
Represented conceptions	Energy	Attraction between particles (bond)	Gravity	Gravity → Bond of particles