Examining the opinions of science teachers regarding the science course studied in support education rooms

This study shows thecharacteristics of qualitative research designed in the pattern of phenomenology. The study group consists of science teachers working in the Central District of Ağrı in 2022-2023 Academic Year and teaching science at least one student needing special education in the resource room. The semi-structured interview form is used as a data collection tool. According to the results of the study, it is presented that science teachers make some changes for the individual differences of students in need of special education. The research results show that science teachers focus on the performance levels mostly while determining the learning outcomes in the resurce room. It is stated that science teachers concentrates on methods such as narration, question and answer, demonstration in terms of teaching methods and techniques while they use question and answer / oral examination and tests / written examination as assesment and evaluation instruments. It is observed that the main problem experienced by science teachers is physical conditions of the resource rooms. While the most common answer directed to the advantages of resource rooms is achieving academical success, the socialization problem and the loss of motivation are emerged as disadvantages. Science teachers make suggestions concerning the resource room practices and it is concluded that they emphasize the subjects of supplying materials and training teachers about the necessary issues.