A Study on Urban and Rural Student Teachers’ Attitudes Towards Science Education
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Abstract
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.
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References
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