Chais2025_Heb_and_Eng-web

Remah Haj, Efrat Dayan, Dina Tsybulsky 41E information, collaborating with peers, and taking initiative and responsibility in their learning, a critical factor in promoting lifelong learning. This study also contributes to the growing body of research on the role of digital tools in science education. As digital literacy becomes increasingly important in the 21st century, educational strategies that promote digital skills, such as DC, are essential. The findings suggest that DC contributes to students' engagement with scientific content and prepares them for the challenges of navigating the vast information available online. By teaching students how to assess digital resources critically, educators can equip them with the tools they need to become informed citizens and lifelong learners. Conclusion This study has demonstrated that DC can be an effective instructional strategy for contributing to student engagement in science education, particularly in the context of SSIs. By fostering five multidimensional engagements, DC helps students develop critical thinking skills, collaborate with peers, and take ownership of their learning. Integrating DC into SSI teaching also has broader implications for developing digital literacy skills, which is essential for navigating the increasingly complex digital landscape. Future research should explore the long-term contributions of DC to student engagement and learning outcomes and its potential for use in other subject areas. Additionally, quantitative studies with larger sample sizes would provide further insights into the effectiveness of DC as a teaching tool. References Dayan, E., Gadot, R. & Tsybulsky, D. (2023). The role of digital curation in science teachers' professional development. In Sumreen, A. Ellis, J. Slykhuis, D. & Trumble, J. (Ed). Theoretical and practical teaching strategies for K-12 science education in the digital age (pp. 172-193). IGI Global. Dayan, E. & Tsybulsky, D. (2024). Designing socio-scientific issues' teaching: models for implementing digital curation in science education. Journal of Science Education and Technology, 1-20. Deschaine, M., & Sharma, S. A. (2015). The five Cs of digital curation: Supporting twenty-first- century teaching and learning. InSight: A Journal of Scholarly Teaching, 10, 19–24. https://doi.org/10.46504/10201501de Klosterman, M. L., Sadler, T. D., & Brown, J. (2012). Science teachers’ use of mass media to address socio-scientific and sustainability issues. Research in Science Education, 42 (1), 51–74 . https://doi.org/10.1007/s11165-011-9256-z. Ratcliffe, M. (2003). Science education for citizenship: Teaching socio-scientific issues. Open university . Rawson Lesnefsky, R., Sadler, T. D., Ke, L., & Friedrichsen, P. (2023). Instructional pathways to considering social dimensions within socioscientific issues. Innovations in Science Teacher Education, 8 (2). Retrieved fro m https://innovations.theaste.org/instructional-pathways-to- considering-social-dimensions-within-socioscientific-issues/ Sadler, T. D., Romine, W. L., & Topçu, M. S. (2016). Learning science content through socio- scientific issues-based instruction: a multi-level assessment study. International Journal of Science Education , 38 (10), 1622-1635. https://doi.org/10.1080/09500693.2016.1204481