A Suggested Approach to Overcoming Obstacles of Learning Chemistry for Ninth Grader Students in the Syrian Arab Republic-Idlib Suburb Refugee Camps as Perceived by Teachers and Students

Autor/inn/en	Anber, Anber M.; Al-Duais, Safia Naji
Titel	A Suggested Approach to Overcoming Obstacles of Learning Chemistry for Ninth Grader Students in the Syrian Arab Republic-Idlib Suburb Refugee Camps as Perceived by Teachers and Students
Quelle	In: International Education Studies, 12 (2019) 12, S.13-27 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Barriers; Chemistry; Science Education; Refugees; Emergency Shelters; Student Attitudes; Science Laboratories; Instructional Materials; Textbook Content; Teaching Experience; Science Teachers; Teacher Qualifications; Foreign Countries; Grade 9; High School Students; Syria + Suchen Sie Ihr Suchwort? Chemie; Naturwissenschaftliche Bildung; Flüchtling; Notunterkunft; Schülerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrbuchtext; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrqualifikation; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Syrien
Abstract	This study aims to identify the obstacles of learning chemistry for ninth grade students in Syrian Arab Republic-Idlib Suburb Refugee camps and suggest solutions to overcome these obstacles. The study followed an analytical descriptive approach using two questionnaires of (58) items of questions for teachers and (18) for students. The population of the study included (27) teachers of chemistry and (91) ninth grade in schools in students in Idlib Refugee camps between 2016 and 2018. The SPSS program adopted for the analysis of data and the statistical study showed the following results: the obstacles identified by teachers included tools, materials, and structures of laboratories as the most significant, as well as the situation of schools and the education environment in the camps. Students also identified obstacles related to tools, materials, and the structure of laboratories, then difficulties with teachers, availability and content of chemistry textbooks, and finally personal or interpersonal difficulties. The results showed there are no statistically significant differences at the level (0.05) between the estimates of chemistry teachers or students regarding obstacles related to gender. Similarly there were no statistically significant differences at the level (0.05) between the estimates of chemistry teachers regarding the variable number of years of experience or degree of university qualification or variable number of schools in which teachers teach, and statistically significant difference at the level (0.01) due to variable number of schools in which teachers teach. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01