Abstract:

The study's goal is to determine whether teaching chemistry using robotics and a concept-based approach is effective, with a particular emphasis on the periodic table. This study employed a qualitative methodology, drawing on situational efficacy and Bandura's social-cognitive theory. Four specifically chosen chemistry teachers are included in a multiple-case study design. Information acquired from semi-structured interviews and classroom observations demonstrates how teachers' ideas, attitudes, and traits influence how they incorporate robotics into chemistry classes. A thematic analysis was used. To ensure the rigor, dependability, and credibility, this required locating recurrent themes, patterns, and relationships both within and between cases. The findings of the study revealed increased curiosity among learners, better comprehension, and increased motivation. The study highlights the importance of multidisciplinary learning, inquiry-based learning, and ongoing professional development. Future research and professional development programs will be guided by the insights gained from the findings, which offer strategies for raising teaching effectiveness and raising learning outcomes in chemistry education.

Keywords:

Efficacy, concept-based approach, periodic table, conception, robotics.