Chais2025_Heb_and_Eng-web

Remah Haj, Efrat Dayan, Dina Tsybulsky 39E Data were collected through three primary sources: teacher reflective reports, semi-structured interviews with teachers, and semi-structured interviews with students. The reflective reports provided insights into the teachers’ perspectives on how DC influenced student engagement. In contrast, the interviews with teachers and students explored the challenges and benefits of integrating DC into SSI teaching. The student interviews, in particular, focused on the student’s experiences with digital curation, including how they selected and evaluated digital resources, collaborated with their peers, and how the process influenced their engagement with the SSI topics. The data from the reflective reports and interviews was analyzed using content analysis. The content analysis focused on identifying instances of student engagement across the five dimensions of engagement: cognitive, behavioral, emotional, social, and agentic. The coding process was iterative, with multiple rounds of coding to ensure accuracy and reliability. Findings The findings indicated that teaching and learning through SSI-DC contributes to students' multi- dimensional engagement (Table 1): Table 1 . Dimensions of Student Engagement and Teacher Observations During Digital Curation of Socio-Scientific Issues Engagement Dimension Students Examples Teachers Observations Examples Cognitive Engagement – deep thinking and analysis Students demonstrated contributed cognitive engagement by critically evaluating the reliability of the digital resources they encountered. Several students reflected on the importance of distinguishing between credible and non-credible sources, and they reported feeling more confident in their ability to assess the quality of information. "We decided to add important information that responded to all the questions related to the effects of energy drinks on human health, such as what these drinks are made of, the types of ingredients, and their effects." Teachers emphasized evidence-based reasoning and reliable digital sources to strengthen scientific arguments. "The discussions about the issues and the students' arguments showed me that they had augmented their scientific knowledge in relation to the SSI." Behavioral Engagement- sustained effort and participation Students exhibited sustained behavioral engagement, persistently completing the digital curation tasks. Teachers noted that students continued to work on their collections outside of class hours, often collaborating via online platforms to complete the project. This indicated a high level of investment