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The importance of individual student perceptions suggests that faculty should engage with students during curricular development. Furthermore, faculty need to use noncontent talk to reinforce the science practices students are engaging in during inquiry-based laboratory courses.Students must master content for success in science, technology, engineering, and mathematics (STEM), but "how to" is rarely taught in college. Faculty are reluctant to sacrifice class time, believe such instruction is remedial, or assume students possess or will attain these skills
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