SCIENTIFIC INQUIRY, SCIENCE LEARNING STRATEGIES, AND SCIENTIFIC DECISION-MAKING: THE MODERATED MEDIATION ROLE OF SCIENCE SELF-EFFICACY

Selahattin Akpınar; Savaş Varlık; Öznur Akpınar; Fatma Uygur; Ahmet Şamil Gürer; Sedef Bulut; Şirin Kübra Yağmur; Şeref Yiğit Akpınar

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SCIENTIFIC INQUIRY, SCIENCE LEARNING STRATEGIES, AND SCIENTIFIC DECISION-MAKING: THE MODERATED MEDIATION ROLE OF SCIENCE SELF-EFFICACY

Title	SCIENTIFIC INQUIRY, SCIENCE LEARNING STRATEGIES, AND SCIENTIFIC DECISION-MAKING: THE MODERATED MEDIATION ROLE OF SCIENCE SELF-EFFICACY
Publication Type	Journal Article
Year of Publication	2026
Authors	Akpınar, S, Varlık, S, Akpınar, Ö, Uygur, F, Gürer, AŞ, Bulut, S, Yağmur, ŞK, Akpınar, ŞY
Journal	Journal of Baltic Science Education
Volume	25
Issue	2
Start Page	217-234
Pagination	Continuous
Date Published	April/2026
Type of Article	Research article
ISSN	1648-3898
Other Numbers	E-2538-7138
Keywords	mixed-methods research, science learning strategies, science self-efficacy, scientific decision-making, scientific inquiry
Abstract	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.
URL	https://journals.indexcopernicus.com/search/article?articleId=4863018
DOI	10.33225/jbse/26.25.217
Refereed Designation	Refereed
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