Özet:

The purpose of this study was to explore the problems experienced by teachers who have Syrian students in their classrooms while teaching science. Case study research method was used in the study. Semi-structured interview questions were used to collect the data. The study was conducted during the spring semester of 2017-2018 in different middle schools of Kilis city center and of the refugee camps. Fifteen science teachers who work in middle schools that have Syrian students in their classrooms participated in the study. The data were analyzed by content analysis and frequencies and percentages were calculated. The study results showed that there were many problems such as Syrian students’ lack of Turkish language skills, cultural differences, adaptation problems, and lack of using materials in classrooms during science teaching. It was determined that acquisitions of science course were complicated for Syrian students, the content of the courses was difficult, some of the contents of the course could not be taught due to lack of time, and more visualized teaching techniques should be used. It was also determined that the schools should provide materials and laboratory, Ministry of National Education should carry out integration activities for students, families, and teachers, provide more materials, and make the books more suitable for this group of students. It was also found that hands-on activities, direct instruction, question-answer, drama, experiment, and cooperative learning teaching methods and techniques were mostly used by teachers to help their Syrian students understand science course easily.

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