CHRISTIAN PRESERVICE TEACHERS PRACTICAL ARGUMENTS IN A SCIENCE CURRICULUM AND INSTRUCTION COURSE

This study portrays Christian elementary preservice teachers' practica l arguments in an attempt to develop a relational view of teaching and learning science in a curriculum and instruction course. The data sou rce consists of personal notes from preservice teachers, reflective co mments in class assignments, and transcripts of personal interviews. A n analysis of these data implies that science educators must be sensit ive to the ''practical arguments'' that Christian preservice teachers make in their science education classes based on their deeply held rel igious beliefs and faith. Rather than attempting to change Christian p reservice teachers' practical arguments, it is important to assist the m to study the teaching of science from Christian worldviews. (C) 1996 John Wiley & Sons, Inc.