Making Sense of Science

Abstract

This review outlines a research-informed teaching case study based on adult learners of chemistry within the Scottish Further Education (FE) sector. It provides some strategies for success in supporting non-major chemistry students and provides some practical ways forward for improving attitudes to learning chemistry and in studying the subject further. An overview of why science, and in particular chemistry, may be perceived to be difficult to learn is discussed, as well as links to the evidence base that outlines the facilitation of meaningful and relevant learning. Through a chemistry curriculum redesign, discussions on the shift of attitudes, perceptions of learning, difficulties, and preferred topics in lessons are discussed. In addition, a general overview of the science education scene in Further Education is presented. Based on research evidence and educational neuroscience, there are suggested implications for educators in supporting adult students learning non-major science courses.