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Scientific higher-order thinking (S-HOT), which encompasses scientific reasoning, critical and creative thinking, self-efficacy, and metacognition, is crucial for engaging in meaningful science learning. However, developing these complex skills remains challenging without structured pedagogical models and adequate technological support. This study investigates the effectiveness of the Dual Space Inquiry Framework (DSIF) supported by mobile application in fostering S-HOT among undergraduate physics students. This study involved 186 undergraduate students in Physics Education. Employing an exploratory sequential mixed methods design, the study began with qualitative interviews to identify students' learning needs, preferred mobile features, and challenges in developing S-HOT. This was followed by a quasi-experimental study with control and experimental groups, analyzed using a one-way analysis of covariance (ANCOVA) and Partial Least Squares Structural Equation Modeling (PLS-SEM). ANCOVA results revealed a significant effect of the DSIF on S-HOT after controlling for students' initial S-HOT profiles. PLS-SEM results demonstrated that each DSIF phase contributed differently to S-HOT. The findings confirm that DSIF functions as an integrated system for developing students’ S-HOT through cumulative, cross-phase reinforcement rather than isolated instructional activities. This research contributes to the theoretical development of Technology-Enhanced Learning (TEL) by illustrating how each structured inquiry phase within the DSIF can be amplified through mobile technology to effectively cultivate S-HOT components coherently and measurably.
Novitra et al. (Mon,) studied this question.