Abstract
This paper presents a new astronomy self efficacy instrument, composed of two factors, one relating to learning astronomy content, which we call astronomy personal self efficacy, and the other relating to the use of astronomical instrumentation, specifically the use of remote robotic telescopes for data collection. The latter is referred to as the astronomy instrumental self efficacy factor. The instrument has been tested for reliability and construct validity. Reliability testing showed that factor 1 had a Cronbachs alpha of 0.901 and factor 2 had a Cronbachs alpha of 0.937. Construct validity was established by computing one way analyses of variances, with the p value suitably protected, using independent variables peripherally related to the constructs. These analyses demonstrate that both scales possess high construct validity. The development of this astronomy specific instrument is an important step in evaluating self efficacy as a precursor to investigating the construct of science identity in the field of astronomy.
Highlights
Improving science education is an imperative goal for current education systems in order to keep pace with technological growth and development as well as to address global issues around health and the environment
Bailey et al [88] used a five item self-efficacy instrument focused on stars and found that the greatest knowledge gains measured by the Star Properties Concept Inventory (SPCI) were related to the measured increase in self-efficacy for specific course tasks focused on learning about stars
The purpose of the current study was to develop an astronomy self-efficacy instrument with a focus on using robotic telescopes and to test any scales that emerged for reliability and validity
Summary
Despite decades of recognition that there are fundamental issues in science education, and numerous attempts to address these [1,2], there is still a striking lack of scientific understanding in the general population in the United States and other countries [3–5] contributing to societal norms that affect responses to global crises in such areas as climate change and viral pandemics [6]. Part of this deficiency could reasonably be attributed to a lack of interest and/or a lack of self-efficacy in science leading to low uptake of higher science courses in both high school and undergraduate courses as well as low interest in compulsory high-school science classrooms. Astronomy self-efficacy has not been extensively studied
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