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This correction stands to correct Fig. 1 and Table 4 in the original article (Hwang, Choi, Bae, & Shin, 2018). This correction is due to Fig. 1 not having the red circles showing the strength of the socioeconomic gradient mean performance of the 10 selected countries. Additionally, some coefficients in Table 4 were not interpretable, which should be corrected. All coefficients in Table 4 were significant at alpha 0.01, but some of these statistical significances had errors. Below are the correct figure and table.

This action research project examines first year science teachers' conceptions of scientific inquiry and their challenges in implementing inquiry-based lessons. Classroom observations and interviews represent two first-year primary school science teachers' conceptions of science as inquiry. Because the current educational landscape emphasizes inquiry-based learning as a foundation of science education, teacher-training in Singapore focuses on augmenting the quality of inquiry-based science lessons. Through a mandatory reduced workload, first-year primary school science teachers can focus on transitioning from being student teachers to full-time teachers. A video of each teacher's lesson was analysed using the EQUIP (Electronic Quality of Inquiry Protocol) instrument. Data analysis of the interviews involved a process of a priori coding based on the essential features of inquiry as well as grounded theory to expose the challenges the teachers faced in their enactment of inquiry-based instruction. Findings suggest that the two first-year teachers formed conceptions of inquiry through their teacher training programs. The teachers revealed three key considerations that affected their practice of inquiry: (1) assessment demands, (2) lack of resources and (3) lack of time to plan and to teach inquiry lessons. Findings in this action research project provide salient implications for other Asian countries which need to improve in-service teacher professional development programs in order to successfully enactment inquirybased instruction.

This study investigates two latent constructs (Engagement and Value) of dialogic interaction to examine the epistemic climate. Since the new reform movement emphasizes creating generative learning environments, it is important to examine whether a classroom promotes students’ knowledge generation or limit students’ epistemic growth through rote memorization. At this point, it is inevitable to focus on dialogic interaction (one of the epistemic practices), because how students engage with and view dialogic interaction provides meaningful information about the epistemic climate. By employing Rasch modeling, this study tested a statistical validity of two latent constructs of dialogic interaction. The findings in this study highlight that the two latent constructs are theoretically and statistically valid and can be used to gauge the epistemic climate through students’ engagement with and value of dialogic interaction. While understanding the epistemic climate cannot solely occur through a single perspective, this study plays a significant role in adding a valid instrument. Such instruments help researchers comprehend the epistemic features of learning environments and provide a practical way to reflect students' lived experiences to learn about the overall atmosphere of the learning environment.