Which of the following is the most reasonable prediction about the results of the experiment?

journal article

Hypothesis Generation in Biology

The American Biology Teacher

Vol. 77, No. 7 [September 2015]

, pp. 500-506 [7 pages]

Published By: University of California Press

//doi.org/10.1525/abt.2015.77.7.4

//www.jstor.org/stable/10.1525/abt.2015.77.7.4

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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.

Journal Information

The American Biology Teacher, a nationally recognized journal, offers articles on recent advances in biology and life science, instructional activities for the classroom and laboratory, and interdisciplinary programs. Each issue features reviews of books, classroom technology products, and "Biology Today." Published nine times a year, the journal also covers the social and ethical implications of biology and ways to incorporate such concerns into instructional programs.

Publisher Information

Founded in 1893, University of California Press, Journals and Digital Publishing Division, disseminates scholarship of enduring value. One of the largest, most distinguished, and innovative of the university presses today, its collection of print and online journals spans topics in the humanities and social sciences, with concentrations in sociology, musicology, history, religion, cultural and area studies, ornithology, law, and literature. In addition to publishing its own journals, the division also provides traditional and digital publishing services to many client scholarly societies and associations.

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METACOGNITION AND THE SCIENCES - [4/7>Sciences Students are supposed to

• apply hard facts and reliable data to a problem solving situation
• consider possible outcomes
• hypothesize the most reasonable prediction
• perform a tightly contolled experiment to test the hypothesis
• measure the results meticulously
• come to probable, carefully qualified conclusions based on the resulting evidence.
• Student opinion has little or no place in the process
• Students should establish the validity of the source when citing someone else's published opinion.
• A lab write-up or report has a specific format, much like a recipe, that students receive instructions to follow.
  • One selects the relevant information from lab notes and places it in the proper categories according to the format.
  • Students are expected to include
    • tables
    • charts
    • graphs
    • drawings
      • to clarify, simplify, and/or abbreviate the presentation.
      • They should carefully construct and label these visuals.
      • What writing is necessary should be clean, concise, and impersonal with relatively short, non-complex sentences.
      • Under certain circumstances [e.g. lists], incomplete sentences are perfectly acceptable.
      • Sometimes use of the passive voice is recommended.

Many subfields in the social sciences and psychology follow a similar model, specifically those that rely on the experimental method and the quantitative analysis of large data sets.

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