Chemistry Teachers Engagement with Solid-State Chemistry and Materials Science Concepts through Online Social Annotation

High school chemistry teachers are increasingly expected to teach materials science content, often without formal preparation in the field. This study examines how 20 experienced chemistry teachers engaged with solid-state topics within a graduate-level chemistry course designed to support dual-enrollment instruction. Using a social annotation platform, teachers interacted asynchronously with video-based lessons, reflecting on unfamiliar concepts, instructional representations, and classroom application. Their comments revealed both conceptual challenges and pedagogical reasoning, as teachers evaluated how topics aligned with their curriculum, supported student understanding, or required adaptation. The analysis shows how teachers confronted difficult concepts such as motifs, coordination numbers, and band gaps and how they developed strategies, from new representations to revised sequencing and explanatory approaches, that can strengthen chemistry instruction and professional development in materials science.