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The Instructor’s Role in a Model-Based Inquiry Laboratory: Characterizing Instructor Supports and Intentions in Teaching Authentic Scientific Practices

Department of Molecular and Cellular Biology, University of Arizona, Tucson, AZ 85721

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Office of Instruction and Assessment, University of Arizona, Tucson, AZ 85721

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Department of Molecular and Cellular Biology, University of Arizona, Tucson, AZ 85721

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*Address correspondence to: M. S. Bolger (E-mail Address: [email protected]).

Department of Molecular and Cellular Biology, University of Arizona, Tucson, AZ 85721

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Tessa C. Andrews, Monitoring Editor

Published Online:4 Feb 2022https://doi.org/10.1187/cbe.21-07-0177

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Vol. 21, No. 1

March 01, 2022

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History

Submitted: 12 July 2021

Revised: 8 November 2021

Accepted: 19 November 2021

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© 2022 A. C. Cooper et al. CBE—Life Sciences Education © 2022 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 4.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/4.0).

This work was funded by grants from the National Science Foundation, Improving Undergraduate Science Education (DUE 1625015, DUE 2020788). In addition, this research was made possible in part through support from CUES, the Center for University Education Scholarship at the University of Arizona. Any views, findings, or recommendations hereby expressed are those of the author(s) only.