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DIGITAL CURATION IN SCIENCE EDUCATION:

EXPLORING NOVEL STUDENT-CENTERED TECHNOLOGY APPLICATIONS FOR PERSONALIZED LEARNING EXPRIENCES

Gal Stern & Dina Tsybulsky

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LIST OF CONTENTS:

    • Introduction
    • Research context and participants
    • Data collection and analysis
    • Findings
    • Conclusions

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WHAT IS PERSONALIZED LEARNING ?

    • Definition: Tailoring instruction to students' needs, abilities, and interests
    • PL enables flexibility, autonomy, and engagement in learning

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Digital Curation

Digital curation is collecting, organizing, and sharing digital content to enhance learning, research, or engagement. It involves selecting high-quality resources, categorizing them effectively, and making them accessible for specific audiences or purposes.

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DIGITAL CURATION (DC) AND PERSONALIZED LEARNING

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RESEARCH OBJECTIVES

    • Explore how DC promotes PL in science education
    • Examine students' learning strategies and engagement with DC tools

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RESEARCH METHODOLOGY

    • Qualitative case study of 28 middle school science students
    • Data collected through:
      • Lesson observations
      • Semi-structured interviews
      • Student-curated digital collections

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RESEARCH METHODOLOGY

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RESEARCH METHODOLOGY

Vitamins

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FINDINGS: THE DC4PL MODEL

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"I find this method more effective for searching for new materials that were not covered in class rather than for revisiting materials that were already learned. This is because learning new content this way allows for deeper understanding and fresh exposure to new information. On the other hand, the method is less effective when it comes to previously learned material, as rereading the same information doesn’t add much to my understanding. Only through this method do I truly experience the tool itself."

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“Developing self-learning abilities and searching for materials was the most significant, and it was also very significant for me to learn new subjects and understand the materials perfectly”

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DISCUSSION AND IMPLICATIONS

    • DC encourages independent and collaborative learning
    • Supports critical thinking, engagement, and efficiency
    • DC4PL aligns with 21st-century skills development
    • Challenges in collaboration require structured guidance

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CONCLUSIONS

    • DC is an effective pedagogical tool for PL
    • Encourages student autonomy, engagement, and deeper learning
    • Future research should explore teacher-student mediation in DC4PL

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THANK YOU & QUESTIONS

GAL STERN

GALSTERN@CAMPUS.TECHNION.AC.IL

DINA TSYBULSKY

DINATSY@TECHNION.AC.IL