The Influence of Guided Inquiry Learning on Student’s Motivation and Self-efficacy in Science Learning Based on Field Cognitive Styles
Abstract: Guided Inquiry learning emphasizes learners acquire knowledge and achieve learning objectives by actively participating in the process of scientific inquiry with teacher’s help. In the measurement of teaching effect, learning motivation and self-efficacy are two important psychological indicators. This research takes the chemistry course "The composition conditions of galvanic battery" as an example to study the changes of students with different cognitive styles in their science learning motivation and self-efficacy after guided inquiry learning. Results show that after learning, two kinds of cognitive styles: field independent (F.I.) and field dependent (F.D.) students’ science learning self-efficacy gets improved, and the improvement effect of guided inquiry learning on self-efficacy of field independent students is stronger than field dependent students. Field independent and field dependent students’ science learning motivation also gets improved, and the improvement effect of internal learning motivation of field independent students is stronger than field dependent students.