In March 2011, civil war broke out in Syria. This war has forced people to migrate. Without a doubt, children are the worst affected by a climate of war, in terms of their mental health, education and even lives being under immediate threat in such an environment. This study intends to lay out the problems faced by classroom teachers in teaching science to Syrian students and puts forward suggestions to overcome these problems on the basis of teachers’ opinions. The study involves the use of case studies, which is a qualitative research method. A semi-structured interview form was used as a data collection tool. The study was carried out with 15 classroom teachers working in two primary schools located in the Nizip district of Gaziantep province in the spring term of the academic year 2018-2019. The data was analyzed using a content analysis method. It was found that one of the biggest factors complicating the integration process of the Syrian students was language barriers. It was also found that the majority of the classroom teachers received training on the integration of Syrian students into the Turkish education system, but they did not find the training adequate in terms of content or duration. It was found that the teachers used methods and techniques such as experiments, demonstrations, and questions and answers in order to achieve the learning outcomes for Syrian students in the science courses. Some suggestions are also outlined according to these findings.
Syrian students, Science education