Psychological Safety and Child Protection in Primary Science Learning Environments: Implications for Student Participation and Inquiry
DOI:
https://doi.org/10.36456/inventa.10.2.a11477Keywords:
Psychological Safety, Child Protection, Inquiry-Based Learning, Primary Science Education, Student ParticipationAbstract
This study investigates the role of psychological safety and child-friendly classroom interaction in shaping student participation within inquiry-based primary science learning. Using a mixed methods approach with a convergent parallel design, the study involved 60 fifth-grade students, five interviewed students, and one science teacher from a public primary school. Quantitative data were collected through the Psychological Safety Scale and Student Participation Scale, while qualitative data were obtained through classroom observations and semi-structured interviews. The findings revealed a significant positive relationship between psychological safety and student participation in inquiry-based science learning (r = 0.68, p < .001). Students who perceived emotionally supportive and non-threatening classroom environments demonstrated greater willingness to ask questions, communicate ideas, and participate collaboratively during scientific inquiry activities. Qualitative findings additionally showed that supportive teacher interaction and child-friendly pedagogy strengthened students’ emotional confidence and inquiry engagement. The study highlights psychological safety as an important pedagogical foundation for meaningful participation in primary science education.
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