Problems Encountered by Mathematics and Science Teachers in Classrooms where Syrian Students under Temporary Protection Status are Educated and Suggestions for Solution
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Resumo
In this study, problems encountered by mathematics and science teachers in classrooms where Syrian students under temporary protection status and suggestions for solution to these problems were examined. A case study was used among qualitative research methods. 30 volunteer mathematics and science teachers from three state middle schools in the 2018-2019 academic year have attended the study in which criterion sampling was preferred. In the study where a semi-structured interview form was utilized, evaluation of the data was done through content analysis. As the result of this study, it was determined that Syrian students have problems particularly language and communication problems which are stemming from behavioral, parenting, economic, legislative, and their past lives. Underlying the problems encountered by mathematics and science teachers in their lessons is the Syrian students' not having sufficient language skills and having difficulties in perception and learning. Incompatibility of the curriculum, parents' perspective on education, having difficulties in dealing with problems and lack of materials are among the issues that teachers have problems in. The difficulty acquisition levels and course contents, the level difference between students, and the lack of training in the subjects are among the most common problems encountered by teachers in terms of the dimension of the curriculum. The suggestions of mathematics and science teachers are for the students and families to overcome the language problem, increasing the supplementary courses, providing material support, and providing support for the education of the families.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Contemporary Educational Research, v. 8, n. 1, p. 111-127
- Editora
- Asya Publishing&Consultancy
- Ano
- 2022 (2022-10-30)
- Idioma
- en
- Palavras-chave
- mathematics teacher; science teacher; syrian students; temporary protection status
- Temas
- Currículo
- DOI
- 10.33200/ijcer.774094
- ISSN
- 2148-3868
- Licença
- https://creativecommons.org/licenses/by-nc-nd/4.0
- Acesso
- Acesso aberto
- Fontes
- Crossref; DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
KAYA, Deniz; OK, Gökçe. Problems Encountered by Mathematics and Science Teachers in Classrooms where Syrian Students under Temporary Protection Status are Educated and Suggestions for Solution. International Journal of Contemporary Educational Research, v. 8, n. 1, p. 111-127, 2022. DOI: https://doi.org/10.33200/ijcer.774094.
APA
KAYA, D., & OK, G. (2022). Problems Encountered by Mathematics and Science Teachers in Classrooms where Syrian Students under Temporary Protection Status are Educated and Suggestions for Solution. International Journal of Contemporary Educational Research, 8(1), 111-127. https://doi.org/10.33200/ijcer.774094
BibTeX
@article{kaya2022,
author = {KAYA, Deniz and OK, Gökçe},
title = {Problems Encountered by Mathematics and Science Teachers in Classrooms where Syrian Students under Temporary Protection Status are Educated and Suggestions for Solution},
year = {2022},
journal = {International Journal of Contemporary Educational Research},
volume = {8},
number = {1},
pages = {111-127},
publisher = {Asya Publishing\&Consultancy},
doi = {10.33200/ijcer.774094},
language = {en}
}RIS
TY - JOUR AU - KAYA, Deniz AU - OK, Gökçe TI - Problems Encountered by Mathematics and Science Teachers in Classrooms where Syrian Students under Temporary Protection Status are Educated and Suggestions for Solution PY - 2022 JO - International Journal of Contemporary Educational Research VL - 8 IS - 1 SP - 111 EP - 127 DO - 10.33200/ijcer.774094 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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