The views of the nature of science and science identity of middle school students: an urban–rural comparison

Informed views of the nature of science (NOS) are essential for fostering students’ scientific literacy. A strong science identity may support students’ understanding of scientific knowledge and their sense of belonging to science, potentially contributing to informed views of NOS. However, limited research has examined the relationship between science identity and views of NOS among Chinese middle school students, particularly in terms of urban–rural disparities. This study involved 305 students, including 156 from urban schools and 149 from rural schools, and assessed NOS views using a seven-dimensional, consensus-oriented instrument. The results indicated that students’ science identity was at a moderately high level, and their views of NOS were mixed but overall tended towards a constructivist orientation. Urban students scored higher than rural students on the assessed NOS dimensions and the science identity measure. Moderation analysis further showed that the association between science identity and scores on the seven-dimensional NOS measure was stronger among rural students. This study contributes to understanding science identity and NOS views among urban and rural students, highlighting the importance of considering students’ sociocultural contexts in science education.