Older learners of science: Educators’ perspectives

The aim of the study was to characterize older learners of science, as reflected in their educators’ perspectives. As science is a challenging field of knowledge, its choice as a subject by older learners is considered unusual and unconventional. Qualitative semi-structured interviews were conducted to identify and understand 15 science educators’ perceptions of their older learners. Three themes emerged from the analysis: reasons for choosing to learn science; learners’ conduct during lessons, and how learning benefited the learners. Older science learners were heterogeneous in their reasons for choosing to learn science at a late stage of life. The learners engaged in learning by demonstrating curiosity, thinking skills, and interest. They contributed to deepening the learning on topics related to their knowledge and life experience and developed critical thinking. They expanded their knowledge, gained new cognitive skills, and strengthened relationships with their grandchildren through mutual science activities and discussions. Science learning expands older adults’ knowledge of scientific phenomena, providing them with beneficial insights into daily life. The findings illuminate the importance and contribution of educators’ perspectives regarding older learners of science and the importance of science learning for older adults on the individual and systemic levels.