Akademik Veri Yönetim Sistemi
International Journal of Science Education, 2025 (SSCI, Scopus)
The purpose of this study was to examine the relationships among epistemological beliefs (EB), critical thinking (CT), and science process skills (SPS) in high school students by comparing two alternative structural models representing different directional pathways of influence. The Critical Thinking Disposition Assessment, the Epistemological Beliefs in Science Scale, and the Science Process Skills Test were employed to acquire data from students at three distinct high schools. The results indicated a robust and positive correlation between EB and CT, indicating that these constructs are mutually reinforcing. In both models, EB demonstrated a more direct impact on SPS than CT, underscoring its critical role in enabling students to develop investigations, evaluate evidence, and support conclusions in a manner that is consistent with scientific reasoning. Additionally, EB mediated the impact of CT on SPS, suggesting that a robust epistemological framework is necessary for the most effective translation of critical thinking into advanced scientific competencies. Comparison of two models showed that Model 2 (EB → CT → SPS) had a more significant overall impact on SPS than Model 1 (CT → EB → SPS). These findings support the integration of critical thinking instruction with epistemic reflection into science curricula by using inquiry methods.