ABSTRACT
Preservice teachers need to understand the distinction between fact and fiction and in turn be prepared to teach and promote this distinction in their classrooms. Preservice teachers need to both tell and actively search for the truth. The net result is that, in many jurisdictions, a combination of pressures may directly influence if and how teachers address these topics, among others, in their curriculum. Building on earlier points, to hold an “ethic of belief” requires preservice teachers to know how to search for evidence to explain natural phenomena. Several problems emerge when teachers are dishonest, or lie, to their students. Teachers need to model for and teach their students how to ask challenging questions and understand the value of evidence in supporting tentative scientific conclusions. Honesty and courage play important roles in how teachers view and teach science as well as how students learn and think about science.
