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

Summary/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.

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