Helping students understand and generate appropriate hypotheses and test their subsequent predictions — in science in general and biology in particular — should be at the core of teaching the nature of science. However, there is much confusion among students and teachers about the difference between hypotheses and predictions. Here, I present evidence of the problem and describe steps that scientists actually follow when employing scientific reasoning strategies. This is followed by a proposed solution for helping students effectively explore this important aspect of the nature of science.
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Vol. 77 • No. 7