ABSTRACT
Animations of molecular structure and dynamics are repeatedly applied to support student comprehension in the theoretical ideas of chemistry. However, students’ understanding the dynamics of the phenomena is directly related to the understanding of teachers as instructors. Therefore, this study aimed to investigate how the features of three different molecular level animations are viewed and understood by the teachers who had more than 2-years experience. Participants (n=10) are in-service science teachers, mostly high school, grouped into three groups with four participants in the first group and three people in the other two. Each group viewed short different animations and one common animation demonstrating the salt dissolution process. Teachers were asked to take pre-and post-tests to measure the influence of the animations in their understandings of the content in addition to a group discussion and an interview. The study suggests that the animations improved the content knowledge of the teachers slightly.