Christian preservice teachers' practical arguments in a science curriculum and instruction course

This study portrays Christian elementary preservice teachers' practical arguments in an attempt to develop a relational view of teaching and learning science in a curriculum and instruction course. The data source consists of personal notes from preservice teachers, reflective comments in class assignments, and transcripts of personal interviews. An analysis of these data implies that science educators must be sensitive to the “practical arguments” that Christian preservice teachers make in their science education classes based on their deeply held religious beliefs and faith. Rather than attempting to change Christian preservice teachers' practical arguments, it is important to assist them to study the teaching of science from Christian worldviews.