Araştırma Makalesi
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The Challenges of Refugee Students Encountered in Science Courses: A Phenomenological Study

Yıl 2018, Sayı: 13, 79 - 94, 25.01.2018

Öz

        In recent years, because
of some factors such as, wars and unemployment, refugee and migrant people
population have been increasing in Turkey. The aim of this study is to
investigate the factors effect refugee students’ learning process within the
scope of science course. It was focused on to gain the data deeply, which were
taken from the refugee students within science course to understand the reason
of failure in science. This study was conducted in a middle school, which is
located in Ankara, and was carried out with middle school students, whose ages
are from 11 to 14 years old. The study was conducted with seven refugee
students in 2016-2017 education fall term, for six months. In this study,
qualitative method was used, within this scope this study is a phenomenological
study. To collect data of the study, interviews, observations and document
analyse techniques were used. A triangulation was provided to vary the data of
the study. Content analysis and descriptive analysis techniques were used to
obtain of the results of the study. It has been understood from the
observations that students could not understand science teachers’ statements
while they were in science lesson. Science teachers stated the reasons of
students’ failure in science that students do not know Turkish well (20%), they
do not belong themselves to Turkey (20%), economic conditions (13,33%) and
negative school climate (13,33%). Students pointed out some factors of their
failure in science that they are language problems (11,66%), their family can
not help to them within science course (11,66%) and so on. It can be
recommended taking additional science courses after school will be more useful
for refugee students in terms of effective learning science.

Kaynakça

  • Areepattamannıl, S. & Kaur, B. (2013). Factors predıctıng scıence achıevement of ımmıgrant and non-immigrant students: a multılevel analysıs. International Journal of Science and Mathematics Education, 11, 1183-1207.
  • Arnot, M. and Pinson, H. (2005). The education of asylum-seeker and refugee children: A study of LEA and school values, policies and practices. Cambridge: Faculty of Education, University of Cambridge.
  • Ary, D., Jacobs, L., Razavieh, A., & Sorensen, C. (2006). Introduction to research in education (7th ed.). Belmont, CA: Thomson Wadsworth.
  • Barton, A. C. & Yang, K. (2000). The Culture of power and science education: Learning from Miguel. Journal of Research in Science Teaching, 37(8), 871-889.
  • Cassity, E., & Gow, G. (2005). Shifting space and cultural place: The transition experiences of African young people in west Sydney schools. Paper presented at the Australian Association of Educational Research, Annual Conference, November 27–December 1, in Sydney.
  • Christie, P., & Sidhu, R. (2002). Responding to refugees: Globalisation and the challenges facing Australian schools. Mots Pluriel 21 (May).
  • Creswell, J. W. (2007). Qualitative inquary and research design: Choosing among five approaches (2nd ed.). California: Sage Publications, Inc.
  • Ferfolja, T. (2008). Building teacher capital in pre-service teachers: Reflections on a new teachereducation initiative. Australian Journal of Teacher Education, 33(2), 68–84.
  • Ferfolja, T., & Vickers, M. (2010). Supporting refugee students in school education in Greater Western Sydney. Critical Studies in Education, 51(2), 149-162.
  • Hannah, J. (1999). Refugee students at college and university: Improving access and support. International Review of Education, 45(2), 153-166.
  • Hutchison, C. B. (2006). Cross-cultural issues arising for four science teachers during their international migration to teach in U.S. high schools. School Science and Math International Migration, 106(82), 74-83.
  • Hürriyet, (2016). Türkiye'de öğrenim gören Suriyeli öğrenci sayısı 450 bini geçti. Retrieved from: http://www.hurriyet.com.tr/turkiyede-ogrenim-goren-suriyeli-ogrenci-sayisi-450-bini-gecti-40259079
  • Koch, T. (1995). Interpretative approaches in nursing research: the influence of Husserl and Heidegger. Journal of Advanced Nursing, 21 (5), 827–836.
  • Magnuson, K. Lahaie, C., & Waldfogel, J. (2006). Preschool and school readiness of children of immigrants. Social Scıence Quarterly, 87(5), 1241-1262.
  • Matthews, J. (2008). Schooling and settlement: refugee education in Australia. International Studies in Sociology of Education, 18(1), 31-45.
  • McBrien, J. L. (2005). Educational Needs and barriers for refugee students in the United States: A review of the literature. Review of Educational Research, 75(3), 329-364.
  • McCall, A. L. & Vang, B. (2012). Preparing Preservice teachers to meet the needs of Hmong refugee students. Multicultural Perspectives, 14(1), 32–37.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, California: Sage Publications. Miller.
  • Miller, J. (2009). Teaching refugee learners with interrupted education in science: Vocabulary, literacy and pedagogy. International Journal of Science Education, 31(4), 571-592.
  • Moro, L. B. (2002). Refugee education in a changing global climate: The case of Sudanese in Egypt. Annual Meeting of the Comparative and International Education Society (46th, Orlando, FL, March 6-9).
  • NASP, (2016). Supporting Refugee Children & Youth: Tips for Educators. Retrieved from: https://www.nasponline.org/resources-and publications/resources/school-safety-and-crisis/war-and-terrorism/supporting-refugee-students
  • Ngo, B. (2006). Learning from the margins: the education of Southeast and South Asian Americans in context. Race Ethnicity and Education, 9(1), 51-65.
  • OECD (2014a), PISA 2012 Results: What students know and can do – Student performance in mathematics, reading and science (Volume I, Revised edition), OECD Publishing. Retrieved from: http://dx.doi.org/10.1787/9789264208780-en
  • OECD (2014b). PISA 2012 Results in Focus. What 15-year-olds know and what they can do with what they know. Retrieved from: https://www.oecd.org>pisa>keyfindings.
  • OECD, (2015). Helping immigrant students to succeed. Retrieved from: https://www.oecd.org/education/Helping-immigrant-students-to-succeed-at-school and-beyond.pdf at school – and beyond
  • Perrier, F. (2004). Practising active science with child refugees: A clinical perspective. The Science Education Review, 3(2), 67-87.
  • PISA (2015). Immigrant Students. Retrieved from: http://www.compareyourcountry.org/pisa/country/tur
  • Sakız, H. (2016). Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme önerisi. Göç Dergisi, 3(1), 65-81.
  • Spernes, K. (2016). Immigrant student teachers as co-researchers. International Journal of Learning. Teaching and Educational Research, 15(11), 1-15.
  • Şeker, B. D., & Aslan, Z. (2015). Refugee children in the educational process: An social psychological assessment. Journal of Theoretical Educational Science, 8(1), 86-105.
  • Taylor, S. & Sidhu, R. K. (2012) Supporting refugee students in schools: what constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39-56.
  • UNHCR-The UN Refugee Agency (2016). Refugees. Retrieved from: http://www.unhcr.org/refugees.html Unicef, (2016). Türkiye’deki Suriyeli çocuklar. Retrieved from: http://www.unicef.org.tr/files/bilgimerkezi/doc/T%C3%BCrkiye'deki%20Suriyeli%20%C3%87ocuklar%20Bilgi%20Notu_Temmuz_2016.pdf
  • USA for UNHCR, (2016). Who is a refugee? Retrieved from: http://www.unrefugees.org/what-is-a-refugee/
  • Varma, R. (2002). High-Tech Coolies: Asian Immigrants in the US Science and Engineering Workforce. Science as Culture, 11(3), 337-361.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7th Ed.). Ankara: Seçkin.
  • Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A. S., & Barnes-Hudicourt, J. (2001). Rethinking diversity in learning science: The logic of everyday sense-making. Journal of Research in Science Teaching, 38(5), 529-552.
  • Waters, J. L. (2006). Geographies of cultural capital: education, international migration and family strategies between Hong Kong and Canada, 31(2), 179-192.
  • Weeks, T., Phelan, L., Macfarlane, S., Pinson, J., & Francis, V. (2011). Supporting successful learning for refugee students: The Classroom Connect project Issues in Educational Research, 21(3), 310-329.
  • Windle, J., & Miller, J. (2012). Approaches to teaching low literacy refugee-background students. Australian Journal of Language and Literacy, 35(3), 317–333.
  • Wink, D. J. (2015). Immigrant students in the U.S. chemistry classroom: An educational opportunity and challenge. Journal of Chemical Education, 92, 1771-1772.
Yıl 2018, Sayı: 13, 79 - 94, 25.01.2018

Öz

Kaynakça

  • Areepattamannıl, S. & Kaur, B. (2013). Factors predıctıng scıence achıevement of ımmıgrant and non-immigrant students: a multılevel analysıs. International Journal of Science and Mathematics Education, 11, 1183-1207.
  • Arnot, M. and Pinson, H. (2005). The education of asylum-seeker and refugee children: A study of LEA and school values, policies and practices. Cambridge: Faculty of Education, University of Cambridge.
  • Ary, D., Jacobs, L., Razavieh, A., & Sorensen, C. (2006). Introduction to research in education (7th ed.). Belmont, CA: Thomson Wadsworth.
  • Barton, A. C. & Yang, K. (2000). The Culture of power and science education: Learning from Miguel. Journal of Research in Science Teaching, 37(8), 871-889.
  • Cassity, E., & Gow, G. (2005). Shifting space and cultural place: The transition experiences of African young people in west Sydney schools. Paper presented at the Australian Association of Educational Research, Annual Conference, November 27–December 1, in Sydney.
  • Christie, P., & Sidhu, R. (2002). Responding to refugees: Globalisation and the challenges facing Australian schools. Mots Pluriel 21 (May).
  • Creswell, J. W. (2007). Qualitative inquary and research design: Choosing among five approaches (2nd ed.). California: Sage Publications, Inc.
  • Ferfolja, T. (2008). Building teacher capital in pre-service teachers: Reflections on a new teachereducation initiative. Australian Journal of Teacher Education, 33(2), 68–84.
  • Ferfolja, T., & Vickers, M. (2010). Supporting refugee students in school education in Greater Western Sydney. Critical Studies in Education, 51(2), 149-162.
  • Hannah, J. (1999). Refugee students at college and university: Improving access and support. International Review of Education, 45(2), 153-166.
  • Hutchison, C. B. (2006). Cross-cultural issues arising for four science teachers during their international migration to teach in U.S. high schools. School Science and Math International Migration, 106(82), 74-83.
  • Hürriyet, (2016). Türkiye'de öğrenim gören Suriyeli öğrenci sayısı 450 bini geçti. Retrieved from: http://www.hurriyet.com.tr/turkiyede-ogrenim-goren-suriyeli-ogrenci-sayisi-450-bini-gecti-40259079
  • Koch, T. (1995). Interpretative approaches in nursing research: the influence of Husserl and Heidegger. Journal of Advanced Nursing, 21 (5), 827–836.
  • Magnuson, K. Lahaie, C., & Waldfogel, J. (2006). Preschool and school readiness of children of immigrants. Social Scıence Quarterly, 87(5), 1241-1262.
  • Matthews, J. (2008). Schooling and settlement: refugee education in Australia. International Studies in Sociology of Education, 18(1), 31-45.
  • McBrien, J. L. (2005). Educational Needs and barriers for refugee students in the United States: A review of the literature. Review of Educational Research, 75(3), 329-364.
  • McCall, A. L. & Vang, B. (2012). Preparing Preservice teachers to meet the needs of Hmong refugee students. Multicultural Perspectives, 14(1), 32–37.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, California: Sage Publications. Miller.
  • Miller, J. (2009). Teaching refugee learners with interrupted education in science: Vocabulary, literacy and pedagogy. International Journal of Science Education, 31(4), 571-592.
  • Moro, L. B. (2002). Refugee education in a changing global climate: The case of Sudanese in Egypt. Annual Meeting of the Comparative and International Education Society (46th, Orlando, FL, March 6-9).
  • NASP, (2016). Supporting Refugee Children & Youth: Tips for Educators. Retrieved from: https://www.nasponline.org/resources-and publications/resources/school-safety-and-crisis/war-and-terrorism/supporting-refugee-students
  • Ngo, B. (2006). Learning from the margins: the education of Southeast and South Asian Americans in context. Race Ethnicity and Education, 9(1), 51-65.
  • OECD (2014a), PISA 2012 Results: What students know and can do – Student performance in mathematics, reading and science (Volume I, Revised edition), OECD Publishing. Retrieved from: http://dx.doi.org/10.1787/9789264208780-en
  • OECD (2014b). PISA 2012 Results in Focus. What 15-year-olds know and what they can do with what they know. Retrieved from: https://www.oecd.org>pisa>keyfindings.
  • OECD, (2015). Helping immigrant students to succeed. Retrieved from: https://www.oecd.org/education/Helping-immigrant-students-to-succeed-at-school and-beyond.pdf at school – and beyond
  • Perrier, F. (2004). Practising active science with child refugees: A clinical perspective. The Science Education Review, 3(2), 67-87.
  • PISA (2015). Immigrant Students. Retrieved from: http://www.compareyourcountry.org/pisa/country/tur
  • Sakız, H. (2016). Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme önerisi. Göç Dergisi, 3(1), 65-81.
  • Spernes, K. (2016). Immigrant student teachers as co-researchers. International Journal of Learning. Teaching and Educational Research, 15(11), 1-15.
  • Şeker, B. D., & Aslan, Z. (2015). Refugee children in the educational process: An social psychological assessment. Journal of Theoretical Educational Science, 8(1), 86-105.
  • Taylor, S. & Sidhu, R. K. (2012) Supporting refugee students in schools: what constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39-56.
  • UNHCR-The UN Refugee Agency (2016). Refugees. Retrieved from: http://www.unhcr.org/refugees.html Unicef, (2016). Türkiye’deki Suriyeli çocuklar. Retrieved from: http://www.unicef.org.tr/files/bilgimerkezi/doc/T%C3%BCrkiye'deki%20Suriyeli%20%C3%87ocuklar%20Bilgi%20Notu_Temmuz_2016.pdf
  • USA for UNHCR, (2016). Who is a refugee? Retrieved from: http://www.unrefugees.org/what-is-a-refugee/
  • Varma, R. (2002). High-Tech Coolies: Asian Immigrants in the US Science and Engineering Workforce. Science as Culture, 11(3), 337-361.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri (7th Ed.). Ankara: Seçkin.
  • Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A. S., & Barnes-Hudicourt, J. (2001). Rethinking diversity in learning science: The logic of everyday sense-making. Journal of Research in Science Teaching, 38(5), 529-552.
  • Waters, J. L. (2006). Geographies of cultural capital: education, international migration and family strategies between Hong Kong and Canada, 31(2), 179-192.
  • Weeks, T., Phelan, L., Macfarlane, S., Pinson, J., & Francis, V. (2011). Supporting successful learning for refugee students: The Classroom Connect project Issues in Educational Research, 21(3), 310-329.
  • Windle, J., & Miller, J. (2012). Approaches to teaching low literacy refugee-background students. Australian Journal of Language and Literacy, 35(3), 317–333.
  • Wink, D. J. (2015). Immigrant students in the U.S. chemistry classroom: An educational opportunity and challenge. Journal of Chemical Education, 92, 1771-1772.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Şahin İdin

Yayımlanma Tarihi 25 Ocak 2018
Yayımlandığı Sayı Yıl 2018 Sayı: 13

Kaynak Göster

APA İdin, Ş. (2018). The Challenges of Refugee Students Encountered in Science Courses: A Phenomenological Study. Journal of Education and Future(13), 79-94.
AMA İdin Ş. The Challenges of Refugee Students Encountered in Science Courses: A Phenomenological Study. JEF. Ocak 2018;(13):79-94.
Chicago İdin, Şahin. “The Challenges of Refugee Students Encountered in Science Courses: A Phenomenological Study”. Journal of Education and Future, sy. 13 (Ocak 2018): 79-94.
EndNote İdin Ş (01 Ocak 2018) The Challenges of Refugee Students Encountered in Science Courses: A Phenomenological Study. Journal of Education and Future 13 79–94.
IEEE Ş. İdin, “The Challenges of Refugee Students Encountered in Science Courses: A Phenomenological Study”, JEF, sy. 13, ss. 79–94, Ocak 2018.
ISNAD İdin, Şahin. “The Challenges of Refugee Students Encountered in Science Courses: A Phenomenological Study”. Journal of Education and Future 13 (Ocak 2018), 79-94.
JAMA İdin Ş. The Challenges of Refugee Students Encountered in Science Courses: A Phenomenological Study. JEF. 2018;:79–94.
MLA İdin, Şahin. “The Challenges of Refugee Students Encountered in Science Courses: A Phenomenological Study”. Journal of Education and Future, sy. 13, 2018, ss. 79-94.
Vancouver İdin Ş. The Challenges of Refugee Students Encountered in Science Courses: A Phenomenological Study. JEF. 2018(13):79-94.