Abstract
Positive attitude towards science is recognized as significant for teachers to inculcate optimum level of interest among students towards scientific endeavors. This exploratory field seeks quality teachers, who possess global knowledge as well as positive approach towards science. The present study reflects the attitude of prospective teachers towards science and teaching of science in Sindh. Quantitative research methodology is used. Within this domain, case survey method is adopted. Population includes all the prospective teachers of Sindh. Through criterion sampling, University of Sindh Jamshoro is chosen as case. Sample size n=100 prospective teachers is drawn from the Department of Education through convenient sampling. Data is collected using two Attitude Scales, i.e., Attitude towards Science (ATS) and Attitude towards Teaching of Science (ATTS). These scales were adapted and piloted in the local context. Findings are analyzed using tables and basic statistics. Findings revealed that overall, respondents have positive attitude towards science and teaching of science. Although their attitude is optimistic, yet they highlighted the existing gaps in the policy and curricula, which fail to prepare them towards global teaching methodologies and strategies. In addition, prospective teachers are keen to teach science with positivity, but lack of availability of resources hamper their preparedness towards bringing innovation into their teaching. There are few clashes of ideas among them towards science and teaching of science, which echo the need to strengthen their knowledge and skills. The researchers suggest integration of global knowledge with practical components in the science curricula of teacher education. Theoretical and outdated components should be replaced with current knowledge and skills. In this regard, HEC must loop in all the expert science teachers for their valuable feedbacks. More research studies such as content analysis of science courses should be conducted to identify gaps in science education. Scholarships and research opportunities should also be extended for science educators.
The Editor and the Sub-Editor share no responsibility regarding the views and opinions expressed by the authors. Articles published in the Biannual Research Journal Grassroots can be quoted or reproduced after acknowledgment.