桐島, 俊

道田, 泰司

田邊, 純

KIRISHIMA, Shun

MICHITA, Yasushi

TANABE, Jun

探究学習（inquiry learning）

問い（questioning）

疑問（inquiry）

質問（questioning）

心理的安全性（psychological safety）

間主観性（inter-subjectivity）

[SUMMARY] The purpose of this paper was to examine the relationship between students’ question generation and psychological safety. In Study 1, we examined the effect of using worksheets to promote ‘psychological safety’ on the generation of questions by students about woodworking in four second-year junior high school woodworking classes. The results showed that the four classes involved in the study had a high level of psychological safety before the worksheet intervention and that a ceiling effect occurred. As there was a ceiling effect on psychological safety, Study 2 examined what practices the technology teachers in charge of the four classes in Study 1 had implemented since April of the first year of junior high school to increase the ‘psychological safety’ of their classes. The results showed that in the first lesson in April of the first year of junior high school, students were told that they learn from mistakes, that even if they see the same thing they see it differently because of differences in people’s perspectives, etc. In addition, when students’ psychological safety was measured before the first class and after the third class, it had increasing trend. However, the results of Study 2 were based on the practice in only one class. Therefore, the possibility that factors such as students’ friendships may have influenced the results, and it cannot be concluded that a few lessons described in study 2 alone promoted students’ psychological safety.