Abstract:

This study aims to identify the problems of students with broken families during the teaching of “My Unique Family” theme in Life Science and views of teachers about this theme in primary schools. Case study approach adopted in the study and study group consist of 13 primary teachers and 12 students with broken families from selected 3 primary schools. Data gathered through non-participant observations, semi-structured interviews and document analysis techniques. Obtained data were analyzed with descriptive methods. In the study results show that student with broken families were not able to fully participate in activities required in “My Unique Family” theme and found out that emotionally they were negatively affected during the activities. It was also found that teachers were facing various problems while carrying out activities in this theme, feel lonely and were not able to obtain sufficient support from school guiding services. It is suggested that Life Science curriculum should be re-designed taking students with broken families; teachers should be informed about those students through in-service education and provided with effective school guiding services.

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