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DOI: 10.1039/D6RP90012G
(Correction)
Chem. Educ. Res. Pract., 2026, Advance Article
Correction: Students’ epistemological resources and framing of stoichiometry assessment items across linguistic backgrounds: insights for equitable design
Anna Eunji Kim*a,
Amy Voss Farrisa and
Eshani Leeb
aDepartment of Curriculum and Instruction, The Pennsylvania State University, State College, PA, USA. E-mail: aek5559@psu.edu; amy@psu.edu
bDepartment of Chemistry, The Pennsylvania State University, Brandywine, Media, PA, USA. E-mail: egl51@psu.edu
Received
8th May 2026
, Accepted 8th May 2026
First published on 2nd June 2026
Abstract
Correction for ‘Students’ epistemological resources and framing of stoichiometry assessment items across linguistic backgrounds: insights for equitable design' by Anna Eunji Kim et al., Chem. Educ. Res. Pract., 2026, https://doi.org/10.1039/d5rp00395d.
The authors regret that references 1, 5, 14, 17, 25 and 26 were incorrect in the original article. The correct references are shown below as ref. 1–6. Citations in the article to Lee and Orgill (2021) should read Lee and Orgill (2022).
The Royal Society of Chemistry apologises for these errors and any consequent inconvenience to authors and readers.
References
- Lee E. N. and Orgill M., (2022), Toward equitable assessment of English language learners in general chemistry: identifying supportive features in assessment items, J. Chem. Educ., 99(1), 35–48 DOI:10.1021/acs.jchemed.1c00370.
- Chen Y., Irving P. W. and Sayre E. C., (2013), Epistemic game for answer making in learning about hydrostatics, Phys. Rev. Spec. Top. Phys. Educ. Res., 9(1), 010108 DOI:10.1103/PhysRevSTPER.9.010108.
- García O., Ibarra Johnson S. and Seltzer K., (2017), The translanguaging classroom: Leveraging student bilingualism for learning, Philadelphia, PA: Caslon.
- Hammer D., Elby A., Scherr R. and Redish E., (2005), Resources, framing, and transfer, in Mestre J. (Ed.), Transfer of learning from a modern multidisciplinary perspective, Information Age Publishing, pp. 89–119.
- Russ R. S., Coffey J. E., Hammer D. and Hutchison P., (2009), Making classroom assessment more accountable to scientific reasoning: a case for attending to mechanistic thinking, Sci. Educ., 93 (5), 875–891 DOI:10.1002/sce.20320.
- Siegel M. A., (2007), Striving for equitable classroom assessments for linguistic minorities: strategies for and effects of revising life science items, J. Res. Sci. Teach., 44(6), 864–881 DOI:10.1002/tea.20176.
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