SCIENTIFIC CURIOSITY AND CRITICAL THINKING THROUGH SCIENTIFIC COLLABORATION: THE MODERATED MEDIATION ROLE OF SCIENTIFIC INQUIRY

Baba Kaya, H.; Selahattin Akpınar; Adem Çilek; Gülten Türkan Gürer; Öznur Akpınar; Recep Mehmet Görünü; Savaş Varlık

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SCIENTIFIC CURIOSITY AND CRITICAL THINKING THROUGH SCIENTIFIC COLLABORATION: THE MODERATED MEDIATION ROLE OF SCIENTIFIC INQUIRY

Title	SCIENTIFIC CURIOSITY AND CRITICAL THINKING THROUGH SCIENTIFIC COLLABORATION: THE MODERATED MEDIATION ROLE OF SCIENTIFIC INQUIRY
Publication Type	Journal Article
Year of Publication	2025
Authors	Baba Kaya, H, Akpınar, S, Çilek, A, Gürer, GT, Akpınar, Ö, Görünü, RM, Varlık, S
Journal	Journal of Baltic Science Education
Volume	24
Issue	5
Start Page	802-823
Pagination	continuous
Date Published	October/2025
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	Critical thinking, scientific collaboration, scientific curiosity, scientific inquiry
Abstract	Although cognitive and social processes influencing students' scientific thinking skills have been extensively studied in recent years, the interplay between these processes remains insufficiently understood. This study examines the mediating role of research collaboration in the relationship between epistemic curiosity and critical thinking, as well as the moderating role of students’ scientific inquiry skills in shaping these dynamics. Adopting a pragmatist paradigm, this research employs a mixed-methods research design, specifically an exploratory sequential design with a scale development component. The qualitative phase utilizes a case study design, incorporating in-depth interviews with teachers from science upper secondary in Mersin, Türkiye, to inform the theoretical framework for scale development. The quantitative phase applies a causal-comparative design, analyzing data from 371 teachers to test a moderated mediation model. The psychometric properties of the developed scale were rigorously assessed through content validity, construct validity, and reliability analyses, confirming its validity and reliability. Findings indicate that scientific collaboration significantly enhances the effect of scientific curiosity on critical thinking. However, the magnitude of this effect varies depending on students' scientific inquiry skills. Qualitative insights reveal that while teachers endorse student-centered approaches, they encounter challenges in implementing these methods effectively in classroom settings.
URL	https://journals.indexcopernicus.com/search/article?articleId=4659905
DOI	10.33225/jbse/25.24.802
Refereed Designation	Refereed
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