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

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. Keywords: critical thinking, scientific collaboration, scientific curiosity, scientific inquiry