Robotics and the Periodic Table: A Case Study of Teacher Efficacy in Concept-Based Chemistry Instruction

This mixed-methods case study investigated chemistry teachers' perceptions and practices in integrating robotics and a concept-based approach for teaching the periodic table. Utilizing a multiple-case study design, the research examined four Grade 10 chemistry teachers (T1, T2, T3, and T4) from diverse high schools, employing classroom observations, semi-structured interviews, and the Teachers' Sense of Efficacy Scale (TSES) to assess teacher beliefs and practices. A rubric was developed to evaluate teacher efficacy, considering Pedagogical Content Knowledge (PCK), Robotics Integration Skills, Concept-Based Approach Implementation, Learner Engagement Strategies, and Addressing Challenges. The study explored the relationships between teachers’ self-efficacy (as measured by the TSES), their skills in robotics integration (as assessed by the rubric), and observed instructional practices. The analysis highlights the importance of professional development, resource allocation, and adaptable pedagogical approaches for successful robotics integration in chemistry education. Limitations and avenues for future research are discussed, with a focus on enhancing teacher capacity and optimizing robotics integration within a concept-based framework.