A Study on Urban and Rural Student Teachers’ Attitudes Towards Science Education
Keywords:
Urban Student Teachers, Rural Student Teachers, Science Education, Attitudes, Teacher TrainingAbstract
How future teachers interact with pupils, impart knowledge, and encourage scientific curiosity in the classroom is greatly influenced by attitudes about science education. This study looks at how student instructors in urban and rural areas feel about teaching science, emphasizing differences in their motivation, interest, and confidence. The study highlights how institutional, social, and environmental factors shape these opinions. (Osborne, J., Simon, S., & Collins, S. (2003)
To put findings in context, the study also examined secondary sources, such as books, reports, and scholarly articles. The findings show that whereas rural student teachers encounter difficulties such a lack of resources and practical experience, urban student teachers typically display more favorable attitudes. These results offer guidance for teacher preparation programs to overcome attitudinal gaps.
References
Bandura, A. (1997), “Self-Efficacy: The Exercise of Control.” New York: W. H. Freeman, p. 241.
Conant, J. B. (1951), “Science and Common Sense.” New Haven: Yale University Press, p. 45.
Conant, J.B. (1951). “Science and Common Sense”. New Haven: Yale university press. p. 25
Darling-Hammond, L. (2006), “Powerful Teacher Education: Lessons from Exemplary Programs.” San Francisco: Jossey-Bass, p. 112.
Fraser, B. J. (2007), “Classroom Learning Environments.” In S. K. Abell & N. G. Lederman (Eds.), Handbook of Research on Science Education. Mahwah, NJ: Lawrence Erlbaum Associates, p. 203.
Downloads
How to Cite
Issue
Section
License
Copyright (c) 2025 International Journal of Engineering, Science and Humanities
This work is licensed under a Creative Commons Attribution 4.0 International License.
