Amid ongoing conflicts globally, the number of refugees has continued to grow, and half of them are children. Education not only stands as a fundamental human right for refugees but also as a vital pathway for their integration and resettlement in the future. Thus, refugee education prioritizes quality education for refugee learners within their contexts. However, despite this commitment to quality learning experiences, little attention has been paid to specific science teaching and learning practices within refugee education frameworks. This multiple-article dissertation, comprising three manuscripts, seeks to address this gap by exploring science education tailored specifically for refugee students, with a focus on Rohingya refugee students in the refugee camps in Bangladesh. The first manuscript employs a meta-synthesis to examine existing qualitative studies on science education for refugee students, aiming to offer conceptual tools for creating more inclusive and equitable science learning experiences. The second manuscript analyzes the curriculum process and structure to explore the science articulation and implementation in the curriculum for Rohingya refugee students. Finally, the third manuscript captures portraits of how refugee teachers enact science teaching practices within the constraints of under-resourced and isolated learning centers in the refugee camps. Based on these findings, this multiple-article dissertation puts forth two primary arguments. Firstly, it asserts that "Science for All" still holds promise in fostering equitable teaching-learning approaches and a sense of inclusion among refugee students. Secondly, it argues that while refugee education can promote quality education, stakeholders must recognize the importance of including science education within this framework. Through this dissertation, it becomes evident that education for refugees can strive towards quality by embracing diverse discourses and innovative science teaching approaches. By examining science education within the unique context of refugee camps, this multiple-article dissertation study contributes to a broader understanding of science education in diverse and marginalized settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]