Akademik Veri Yönetim Sistemi
TAMUSKON 2025 CENTER FOR SOCIAL RESEARCH 4th INTERNATIONAL SOCIAL SCIENCES CONGRESS, Antalya, Türkiye, 16 - 18 Mayıs 2025, ss.92-107, (Tam Metin Bildiri)
This paper explores the multifaceted impacts of migration—a growing global phenomenon—on biology education. The increasing number of immigrant students worldwide, including in Turkey, has introduced greater cultural diversity into educational systems, presenting both significant opportunities and challenges. The primary aim of this paper is to provide a comprehensive framework for understanding the opportunities, difficulties, and integrative strategies related to the participation of immigrant students in biology education. The educational opportunities associated with migration in biology education are examined under four main categories: the richness of cultural diversity, the contribution of diverse perspectives, linguistic plurality, and the development of empathy and tolerance through social interaction. The knowledge and experiences immigrant students bring from diverse geographical and cultural backgrounds enrich learning in biology classes by offering concrete examples and enabling the cultural contextualization of scientific knowledge. Such diversity also fosters critical thinking skills and enhances multidimensional understanding of scientific concepts. However, immigrant students often face a range of challenges in biology education, including language barriers, cultural differences, limited access to the education system, adaptation difficulties, traumatic experiences, barriers to developing scientific identity, insufficient teacher preparedness, and a lack of culturally responsive resources and materials. The discipline-specific language of biology and its abstract content can be particularly difficult to access for immigrant students when compounded by linguistic and cultural obstacles. To address these challenges and fully leverage the opportunities migration offers, this paper proposes several inclusive strategies: multilingual and visually supported learning environments, instruction connected to socioscientific issues, culturally responsive pedagogical approaches, improved teacher training and professional development programs, peer-supported and collaborative learning models, and enhanced interaction with families and communities. In conclusion, migration presents both substantial challenges and transformative potential for biology education. Future research and practice should focus on restructuring teacher education, developing culturally sensitive instructional materials, and adopting inclusive approaches in educational policies. By doing so, biology education can not only foster academic achievement among immigrant students but also support the development of scientific identity and a sense of belonging.