PROFILING SCIENTIFIC INQUIRY SKILLS: EXPLORING RELATIONSHIPS WITH SCIENTIFIC COMPETENCY AND BACKGROUND FACTORS IN HIGH SCHOOL STUDENTS

Yu-Chun Chen; Chi-Jung Sui; Chang, C. Y.

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PROFILING SCIENTIFIC INQUIRY SKILLS: EXPLORING RELATIONSHIPS WITH SCIENTIFIC COMPETENCY AND BACKGROUND FACTORS IN HIGH SCHOOL STUDENTS

Title	PROFILING SCIENTIFIC INQUIRY SKILLS: EXPLORING RELATIONSHIPS WITH SCIENTIFIC COMPETENCY AND BACKGROUND FACTORS IN HIGH SCHOOL STUDENTS
Publication Type	Journal Article
Year of Publication	2025
Authors	Chen, Y-C, Sui, C-J, Chang, CY
Journal	Journal of Baltic Science Education
Volume	24
Issue	5
Start Page	824-842
Pagination	continuous
Date Published	October/2025
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	inquiry skills, Latent Profile Analysis, reasoning skills, scientific competency
Abstract	Scientific inquiry skills are crucial for scientific literacy and cognitive development in the 21st century. Prior research has identified key inquiry skills—data analytics (DA), control of variables (COV), and scientific reasoning (SR)—but has not validated these skills through comprehensive assessments. The aim of this study was to validate and examine the relationship between students' inquiry skill profiles and their scientific competency. Through latent profile analysis (LPA), this study classified 667 Taiwanese high school students into three profiles: Sophisticated, Experimental, and Basic. The Sophisticated profile demonstrated strong proficiency in DA, COV, and SR, while the Experimental profile excelled in DA with moderate COV and SR skills. The Basic profile revealed deficiencies across all inquiry skills. ANOVA results indicated significant differences in scientific competency across profiles, with Sophisticated students outperforming others. Additionally, students' majors significantly influenced profile distribution, with natural science majors more likely to be classified as Sophisticated or Experimental. No significant relationship was identified between inquiry profiles and gender, parental education, or financial status. These findings highlight the importance of reasoning skills in scientific competency and suggest the need for tailored educational interventions to enhance students' inquiry abilities. The study provides empirical evidence for the applicability of inquiry skill profiles in diverse educational contexts.
URL	https://journals.indexcopernicus.com/search/article?articleId=4659907
DOI	10.33225/jbse/25.24.824
Refereed Designation	Refereed
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