Teaching Chemistry Across Age Groups: Comparing Instructional Approaches for Adolescent and Adult Learners

Rocelyn Alabata

doi:10.62596/eir.e1xxry70

Authors

Rocelyn R. Alabata Zamboanga State College of Marine Sciences and Technology, Zamboanga City 7000 Author

DOI:

https://doi.org/10.62596/eir.e1xxry70

Keywords:

Chemistry Education, Adolescent Learners, Adult Learning

Abstract

This paper examines the differences in teaching chemistry to adolescent and adult learners, highlighting how cognitive development, motivation, prior experiences, and learning preferences influence instructional strategies. Adolescent learners benefit from structured guidance, scaffolding, and engaging activities, while adult learners prefer self-directed, practical, and problem-centered approaches. By applying theories of cognitive development, andragogy, motivation, and blended learning, chemistry educators can design effective learning experiences that promote scientific literacy, academic achievement, and lifelong learning.

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