Abstract
This chapter explores contemporary science education research on urban and rural science education in a manner that expands on the conceptual tools being used to consider the impact of geographical location and context on science education. Much of the science education research in urban and rural contexts is grounded in sociocultural perspectives of the learning environment. Science education researchers are actively seeking to enhance our understanding of teaching and learning in urban and rural locales. These researchers were specifically focused on science education for the specific locale. Traditionally, science education curricula do not foreground such contexts within students’ experiences in science. The term “curriculum” is being broadly used to include the official, operational, hidden, null, and extra curricula. Rural science education is seen as deficit in terms of qualified teachers and monetary resources, but also as rich in terms of environmental context and a source of Indigenous science knowledge.
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