<![CDATA[Learning cell biology requires not only mastery of concepts but also thinking processes that enable students to connect abstract concepts with biological contexts. However, how these thinking processes develop in socio-scientific learning remains underexplored. This study aimed to explore students’ thinking processes in connecting abstract Cell Biology concepts with socio-scientific reasoning through biological contexts. An exploratory qualitative case study was conducted involving 32 female students enrolled in a Biology Education program at a private university in Bandung, Indonesia. Data were collected through context-based written tests, student activity sheets, and learning reflection journals. The data were analyzed using framework analysis and descriptive statistics to identify students’ thinking process profiles. The findings showed that students’ thinking processes developed through three phases: Conceptual Development, Transition to Socio-scientific Reasoning, and Socio-scientific Reasoning. This development indicated that students were more capable of connecting Cell Biology concepts, evaluating evidence, and constructing arguments than problematizing socio-scientific issues. The Issue Problematization stage emerged as the most critical transition phase in connecting conceptual understanding with socio-scientific reasoning. These findings provide a thinking process framework with implications for developing biological context-based Cell Biology learning to facilitate students’ socio-scientific reasoning.]]>
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