Chais2025_Heb_and_Eng-web

40E Digital Curation in Science Education (Short Paper) "We started working in the classroom during biology class in the computer room. After we got familiarized with the topic and played around with it the whole group worked together on Zoom in our free time." in the task beyond the typical classroom expectations. "They studied together even after school hours. They met together in the afternoon, which suggests that they enjoyed the DC, they were active and talking constantly." Emotional Engagement- emotional involvement and interest Students expressed increased interest in the SSI topics, particularly those relevant to their lives. "I got new information that resulted in significant changes in my lifestyle, I recommend DC because it is a different and novel way of teaching and learning." Teachers emphasized that emotional engagement stemmed from students' enthusiasm and interest in the curation activity. Students enjoyed the task, felt motivated, and actively participated, especially when relevant to their lives. "I had concerns that I would overload them or that they would not be interested in the task... but surprisingly, they were really enthusiastic..." Social Engagement- collaboration with peers Students worked together to curate their collections. Several students commented on the value of learning from their peers, and teachers observed that the group discussions were more dynamic and student-led than traditional classroom activities. "The cooperative work, the peer learning between us... we learned from each other; we helped each other." Teachers observed that the group discussions were more dynamic and student-led than traditional classroom activities. "It was very important for them to go through this shared experience where everyone contributes their own ideas. Working together is an important part of the world today.... But beyond that, I saw sharing between groups, and it was lovely." Agentic Engagement- taking initiative in the learning process Students actively sought additional resources beyond the teachers provided to include in their collections. This demonstrated a high level of autonomy and self-directed learning, with students feeling empowered to make decisions about the content of their digital collections. "I chose this topic to learn more about it and form my personal opinion. It is important to me on a personal level". Teachers emphasized students' active, independent engagement in their learning, where they took initiative, curated content, and expressed personal opinions with minimal guidance. "During the lesson, they learned independently and did not expect me to spoon-feed them... At some point, I felt I had become a guide and not a teacher, and this is a big plus." Discussion The results of this study revealed the potential of DC as a teaching tool in science education, particularly in the context of SSIs. The findings align with previous research highlighting the importance of engaging students with real-world problems with scientific and social dimensions (Sadler et al., 2016; Dayan & Tsybulsky, 2024). By integrating DC into SSI teaching, students could engage more deeply with the content by acquiring knowledge and critically evaluating