From the journal:

Chemistry Education Research and Practice

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  

* Corresponding authors

a Department of Curriculum and Instruction, The Pennsylvania State University, State College, PA, USA
E-mail: aek5559@psu.edu, amy@psu.edu

b Department of Chemistry, The Pennsylvania State University, Brandywine, Media, PA, USA
E-mail: egl51@psu.edu

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.

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Article information

DOI
https://doi.org/10.1039/D6RP90012G
Article type
Correction
Submitted
08 May 2026
Accepted
08 May 2026
First published
02 Jun 2026
This article is Open Access
Creative Commons BY license

Chem. Educ. Res. Pract., 2026, Advance Article

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Correction: Students’ epistemological resources and framing of stoichiometry assessment items across linguistic backgrounds: insights for equitable design

A. E. Kim, A. V. Farris and E. Lee, Chem. Educ. Res. Pract., 2026, Advance Article , DOI: 10.1039/D6RP90012G

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