Date of Award
Level of Access Assigned by Author
Master of Science (MS)
Michael C. Wittmann
Second Committee Member
Third Committee Member
Mitchell R. M. Bruce
This study examines a conversation between a group of three in-service teachers during a professional development workshop. During the workshop, the teachers collaborated to answer a set of survey questions pertaining to energy concepts in physical science. The teachers began the survey expressing low self-efficacy in their knowledge of energy. Through this study, we were able to observe teachers as they learned new concepts. This study used a narrative analysis of their conversation. The analysis centers on changes in the teachers’ common content knowledge of conservation of energy and their expressed self-efficacy regarding that knowledge. Their knowledge was evaluated from a resources perspective, as many components of conservation of energy appeared in their conversation. We found that the teachers, in the course of one hour, developed an understanding of conservation of energy, and that they expressed greater self-efficacy regarding this knowledge. Further study may expand our understanding of this process.
Wilson, Paul H., "Teacher Growth in Knowledge of Conservation of Energy and in Self-Efficacy" (2022). Electronic Theses and Dissertations. 3552.