Students not used to understanding science don't worry when it doesn't make sense. I have found that if new information doesn't make sense to students, they will soon discard it and retreat to their pre-existing framework. I think that one reason they don't question their thinking is that they often don't have to. If, when I am teaching, I eventually give them answers, then they know their real job is memorizing, not understanding. As I've learned to guide rather than tell, I've also watched students become more interested in learning.
Students are upset by wrong predictions.
Students often changed their predictions once they saw what really happened in an investigation. Since I wanted records, I began collecting the predictions mid-class. Later, I used them by asking students to analyze how their thinking had developed. Forty minute periods thwart investigation. I found period scheduling far more constraining than self-contained classrooms, though I spent comparable time in each.