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This research delves into the comparative advantages of Generative AIchatbots (GenAIbots) -- ChatGPT, Bing Chat, Bard, and Claude -- in the contextof Chemistry education, framed within a constructivist perspective. Our primaryobjective was to identify which of these four AI tools is more effective forenhancing Chemistry learning. Employing a single-case study approach, wescrutinised interaction logs between the AI systems and a simulated studentpersona during Chemistry learning simulations, incorporating Content Analysismethodology to delve deeper into the discourse. Our findings underscore thesetools' potential as "agents-to-think-with", enhancing critical thinking,problem-solving, comprehension, creativity, and tailored learning. Especiallynoteworthy is their ability to stimulate learners through Socratic-likequestioning, aligning with constructionist principles. The research emphasisesthe pivotal role of prompt crafting to coax desired responses from GenAIbots,engendering iterative reflections. It also highlights the need for robusteducator training to infuse these technologies into educational settings.Conclusively, while ChatGPT, Bing Chat, Bard, and Claude are poised to enrichChemistry education by fostering dynamic, inclusive learning experiences,ChatGPT stood out, decisively surpassing Bing Chat in its performance. Bard andClaude trailed closely, with all three showcasing a more in-depth, precise, andnuanced understanding, underscoring ChatGPT's adeptness at contextualcomprehension.

Enhancing Chemistry Learning with ChatGPT, Bing Chat, Bard, and Claude as Agents-to-Think-With: A Comparative Case Study