SCIENTIFIC INQUIRY, SCIENCE LEARNING STRATEGIES, AND SCIENTIFIC DECISION-MAKING: THE MODERATED MEDIATION ROLE OF SCIENCE SELF-EFFICACY
Journal of Baltic Science Education, cilt.25, sa.2, ss.217-234, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 25 Sayı: 2
- Basım Tarihi: 2026
- Doi Numarası: 10.33225/jbse/26.25.217
- Dergi Adı: Journal of Baltic Science Education
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Agricultural & Environmental Science Database, ERIC (Education Resources Information Center), Social Science Premium Collection (ProQuest), Education Collection (ProQuest)
- Sayfa Sayıları: ss.217-234
- Anahtar Kelimeler: mixed-methods research, science learning strategies, science self-efficacy, scientific decision-making, scientific inquiry
- Ankara Üniversitesi Adresli: Evet
Özet
Scientific decision-making among science upper-secondary school students may be shaped by their engagement in scientific inquiry and the strategies they use to learn science; however, the mechanisms underlying this relationship remain unclear. This study investigates how science self-efficacy functions as a moderator and mediator in the link between scientific inquiry and scientific decision-making, with science learning strategies serving as the intermediary, among upper-secondary school science students. A mixed-methods exploratory sequential design, including a scale development sub-design, was employed. In the qualitative phase, semi-structured interviews were conducted with seven students placed in science upper-secondary schools by scoring in the top 1% on the entrance exam, using criterion sampling. Based on these findings, a scale was developed and piloted with 675 students, demonstrating satisfactory validity and reliability. The finalized scale was then administered to 430 students enrolled in science upper-secondary schools across Türkiye during the 2025–2026 academic year. Results revealed positive and significant associations among the variables. Science learning strategies demonstrated a central mediating role, and these associations were stronger at higher levels of science self-efficacy.