Similarly, the nature and functions of scientific theories continue to be miscon- strued by students and misrepresented by science teachers with discourse that is centered on proving and disproving theories rather than on issues of explanatory and predictive power, generative research potential, and internal consistency. The potentially undesirable consequences of these naïve ideas in propagating and deep- ening confusion about central issues, such as evolutionary theory versus creation science, are too well known to be reiterated here.