Exploring the development of pre-service science teachers' self-efficacy beliefs through guided inquiry-based laboratory instruction: The role of cognitive styles

Abstract

Inquiry-based instruction fosters 21st-century skills, yet its effect on science teaching self-efficacy beliefs (STSEB), particularly in relation to cognitive style differences, remains underexplored. This study investigates changes in STSEB among six pre-service science teachers (PSTs) with distinct cognitive styles using a guided inquiry-based laboratory approach. Bandura's four sources of self-efficacy provide the theoretical framework. Participants' cognitive styles were determined using the Group Embedded Figures Test, with two participants identified as field-independent and four as field-dependent. Data were collected through focus group interviews, semi-structured interviews, and self-reflection forms. Descriptive analysis showed that STSEB improved across all participants, with mastery experiences having the strongest impact. For field-dependent PSTs, vicarious experiences, verbal persuasion, and emotional states were also notably influential. These results indicate that guided inquiry-based instruction can enhance STSEB, particularly when cognitive style differences are considered. The findings offer implications for teacher education programs aiming to support self-efficacy through differentiated, cognitively responsive teaching strategies.