Research Article

Science process skills and scientific creativity in primary science education: The partial mediating role of classroom climate

Wan Nur Hafizah Wan Hussain 1 * , Edy Hafizan Mohd Shahali 1 , Nur Lisa Zaharin 1 , Hidayah Mohd Fadzil 1
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1 Department of Mathematics and Science Education, Faculty of Education, Universiti Malaya, Kuala Lumpur, MALAYSIA* Corresponding Author
European Journal of Science and Mathematics Education, 14(4), October 2026, 513-524, https://doi.org/10.30935/scimath/18871
Published: 29 June 2026
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ABSTRACT

Science process skills (SPS) and scientific creativity (SC) are widely recognized as central outcomes of contemporary science education, yet the mechanisms linking these constructs remain insufficiently understood. This study examines the partial mediating role of classroom climate in the relationship between students’ SPS and SC. Grounded in social cognitive theory and the componential theory of creativity, the study employed a quantitative cross-sectional design using structural equation modelling with data from 350 eleven-year-old students in Malaysian public primary schools. Data were collected using validated instruments measuring SPS, perceived classroom climate, and SC. The findings indicate that SPS significantly predict SC both directly and indirectly through classroom climate. Classroom climate emerged as a significant partial mediator, indicating that a supportive, engaging, and autonomy-enhancing learning environment strengthens the translation of students’ inquiry skills into creative scientific outcomes. These findings underscore the importance of pedagogical practices that simultaneously emphasize the development of SPS and the cultivation of positive classroom climates. The study contributes empirical evidence to the understanding of socio-cognitive mechanisms underlying SC and offers practical implications for curriculum design and teacher professional development aimed at promoting higher-order learning outcomes in primary science education.
Keywords: science process skills, scientific creativity, classroom climate, mediation, primary science education, structural equation modelling

CITATION (APA)

Wan Hussain, W. N. H., Mohd Shahali, E. H., Zaharin, N. L., & Mohd Fadzil, H. (2026). Science process skills and scientific creativity in primary science education: The partial mediating role of classroom climate. European Journal of Science and Mathematics Education, 14(4), 513-524. https://doi.org/10.30935/scimath/18871

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