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1 September 2015 Hypothesis Generation in Biology: A Science Teaching Challenge & Potential Solution
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Abstract

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.

©2015 by the Regents of the University of California. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, www.ucpress.edu/journals.php?p=reprints.
Paul K. Strode "Hypothesis Generation in Biology: A Science Teaching Challenge & Potential Solution," The American Biology Teacher 77(7), (1 September 2015). https://doi.org/10.1525/abt.2015.77.7.4
Published: 1 September 2015
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