ע 249 רימאח חאג', פרופ' דינה ציבולסקי ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה רגשות אפיסטמיים בפעולה: הבנת הדינמיקה של תהליכי הלמידה של סוגיות חברתיות־מדעיות דרך אוצרות דיגיטלית )פוסטר( דינה ציבולסקי הטכניון – מכון טכנולוגי לישראל dinatsy@technion.ac.il רימאח חאג' הטכניון – מכון טכנולוגי לישראל Remah.haj@campus.technion.ac.il Epistemic Emotions in Action: Understanding Learning Dynamics in the SSI-DC Pathway (Poster) Remah Haj Technion – Israel Institute of Technology Remah.haj@campus.technion.ac.il Dina Tsybulsky Technion – Israel Institute of Technology dinatsy@technion.ac.il Abstract Socio-Scientific Issues Teaching and Learning (SSI-TL) provides a framework for promoting scientific literacy and civic reasoning through engagement with real-world dilemmas that merge science, ethics, and society. Yet, classroom implementation remains challenging due to the absence of models that effectively address the complexity of SSIs. To address this, the SSI-TL framework has been extended through the SSI-DC (Digital Curation) pathway, which integrates digital practices enabling students to curate, evaluate, and synthesize information while constructing evidencebased, socially informed positions. Within this pathway, epistemic emotions (such as confusion, curiosity, frustration, enjoyment, and surprise) play a central role in how students navigate uncertainty and engage with knowledge. These emotions act as both markers of cognitive engagement and mechanisms that drive inquiry and reflection. However, little is known about how they unfold dynamically during SSI instruction or how they contribute to learning in digital environments. This study examines epistemic emotions within the SSI-DC pathway, conceptualizing them as indicators and catalysts of learning. Using a qualitative single-case design in a 10th-grade biology classroom (n = 35), data were collected from reflective reports, interviews, and classroom videos, and analyzed through a combined deductive–inductive approach. Findings reveal an emotional trajectory from confusion and frustration toward curiosity, enjoyment, and surprise, showing how emotional dynamics accompany and shape learning. The study extends the SSI-TL framework by illuminating the role of epistemic emotions in SSI-DC and highlights their pedagogical potential for fostering meaningful, emotionally engaged scientific learning. Keywords: socio-scientific issues, digital curation, epistemic emotions, SSI-TL framework, learning processes
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