Enhancing Chemistry Learning Through The Effective Utilization Of The Periodic Table As Content And A Tool: A Mixed-Methods Study of Teachers and Learners' Engagement in Conceptual Change

The periodic table is a fundamental concept in chemistry, yet its potential as both content and a tool for conceptual understanding is often underutilized. This mixed-methods study explored how teachers and learners in a South African township school engaged with the periodic table to enhance their understanding of chemical bonding and reactions. The findings indicate that teachers' perceptions of the periodic table—whether as static content or a dynamic tool—shaped their instructional practices and influenced learners’ conceptual development. Similarly, learners who viewed the periodic table as a framework for understanding chemical properties performed better than those who saw it as mere information to memorize. The study underscores the need for professional development to enhance teachers' pedagogical strategies and improve chemistry instruction. These insights contribute to refining chemistry teaching practices and fostering meaningful conceptual change in learners.