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. 2022 Spring;21(1):ar8. doi: 10.1187/cbe.21-03-0057

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© 2022 D. I. Hanauer et al. CBE—Life Sciences Education © 2022 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of 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 International Creative Commons License.

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FIGURE 2. — A model of procedural knowledge instruction. Model presents co-occurrence relationships between coded verbal responses to survey items followed by member checking for validity. Lines represent co-occurring verbal codes within instructor statements concerning the aim of procedural knowledge instruction. The size of the box represents the number of related instructional practices. The model reveals the broader context within which protocols are taught in a CRE, specifying the importance of scientific background, modeling scientific thinking, and documentation in developing student understanding and use of scientific protocols.