Exploring Teacher Efficacy in Integrating Robotics and Concept-Based Approach for Teaching Chemistry Using the Periodic Table

Abstract This study investigates the efficacy of integrating robotics and a concept-based approach in teaching chemistry, with a focus on the periodic table. Utilizing Bandura's social-cognitive theory and situational efficacy, a multiple-case study design involves four purposefully selected chemistry teachers. Data, gathered through classroom observations and semi-structured interviews, highlights how teachers' conceptions, beliefs, and characteristics shape their integration of robotics in chemistry education. Positive outcomes include heightened learner interest, improved understanding, and increased motivation. The study emphasizes the value of interdisciplinary learning, inquiry-based activities, and continuous professional development for successful integration. The findings provide insights for enhancing teaching efficacy and improving learning outcomes in chemistry education, guiding future research and professional development initiatives.