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dc.contributor.authorCooper, A.C.
dc.contributor.authorSouthard, K.M.
dc.contributor.authorOsness, J.B.
dc.contributor.authorBolger, M.S.
dc.date.accessioned2022-03-17T01:56:52Z
dc.date.available2022-03-17T01:56:52Z
dc.date.issued2022
dc.identifier.citationCooper, A. C., Southard, K. M., Osness, J. B., & Bolger, M. S. (2022). The Instructor’s Role in a Model-Based Inquiry Laboratory: Characterizing Instructor Supports and Intentions in Teaching Authentic Scientific Practices. CBE Life Sciences Education.
dc.identifier.issn1931-7913
dc.identifier.pmid35119949
dc.identifier.doi10.1187/cbe.21-07-0177
dc.identifier.urihttp://hdl.handle.net/10150/663568
dc.description.abstractLimited access to undergraduate research experiences for science, technology, engineering, and mathematics students has led to creation of classroom-based opportunities for students to participate in authentic science. Revising laboratory courses to engage students in the practices of science has been shown to have many benefits for students. However, the instructor's role in successful implementation of authentic-inquiry curricula requires further investigation. Previous work has demonstrated that navigating an instructional role within the open-ended format of an inquiry curriculum is challenging for instructors. Little is known about effective strategies for supporting students in authentic scientific practices. To address this challenge, we investigated instructors with prior experience teaching Authentic Inquiry through Modeling in Biology (AIM-Bio) in order to reveal strategies that are likely to help students succeed in this context. We took a unique approach that uncovered how instructors supported students and how they intended to support students in the scientific practices of modeling and experimental design. Analysis included in vivo recordings of instructor-student interactions paired with instructor interviews over the course of a semester. Findings detail the ways in which instructors flexibly responded to students through their in-the-moment actions. Additionally, the instructor intentions provided crucial explanatory power to explain the rationale behind teaching choices made.
dc.language.isoen
dc.publisherAmerican Society of Cell Biology
dc.rightsCopyright © 2022 A. C. Cooper et al. CBE—Life Sciences Education Copyright © 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).
dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/
dc.titleThe Instructor's Role in a Model-Based Inquiry Laboratory: Characterizing Instructor Supports and Intentions in Teaching Authentic Scientific Practices
dc.typeArticle
dc.typetext
dc.contributor.departmentDepartment of Molecular and Cellular Biology, University of Arizona
dc.contributor.departmentOffice of Instruction and Assessment, University of Arizona
dc.identifier.journalCBE life sciences education
dc.description.noteOpen access article
dc.description.collectioninformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.
dc.eprint.versionFinal published version
dc.source.journaltitleCBE life sciences education
refterms.dateFOA2022-03-17T01:56:52Z


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Copyright © 2022 A. C. Cooper et al. CBE—Life Sciences Education Copyright © 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).
Except where otherwise noted, this item's license is described as Copyright © 2022 A. C. Cooper et al. CBE—Life Sciences Education Copyright © 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).