Development and Validation of an Astronomy Self-Efficacy Survey Instrument

Abstract:

In recent years the use of remote telescopes has played an increasing role in astronomy education at the same time as introductory astronomy courses have been recognized as a last chance to engage large numbers of students in science. Understanding the role in learning that remote telescope use plays is critical in designing pedagogical approaches to help improve STEM engagement and career choices. The Astronomy Self-Efficacy Instrument has been developed and tested as a means of measuring changes in self-efficacy around the use of robotic telescopes in astronomy classes. Two factors with high reliability and construct validity emerged in the analysis: 1) astronomical instrument use (Cronbach’s alpha = 0.937) and astronomy learning (Cronbach’s alpha = 0.901). Using structural equation modeling, the factor structure consisting of two main factors was confirmed as highly likely (𝝌2(64) = 176, p<0.001). As we move toward a time where society is more and more reliant on technology, especially during a global pandemic and shutdown, understanding how we can improve students’ self-efficacy in relation to scientific instrumentation and science learning is imperative. This work presents a new tool to help probe the different aspects within astronomy classes and research programs that can bring about necessary improvements in STEM learning and education.