Date of Award

Spring 5-6-2022

Level of Access Assigned by Author

Open-Access Thesis

Degree Name

Master of Science (MS)

Department

Teaching

Advisor

Michael C. Wittmann

Second Committee Member

Elizabeth Hufnagel

Third Committee Member

Mitchell R. M. Bruce

Abstract

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.

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