הוראה קשובה כבסיס ליצירת שינוי תפיסתי אישי בהבנה של מערכות חברתיות-אקולוגיות

This article presents a conceptual change that Master students in teacher training college underwent regarding the concept social-ecological systems, from the time of its introduction to the end of the learning. The transition from classroom learning to outdoor learning required different levels of mediation. To enable each student to experience a personal conceptual change, attentive teaching and its practical components – dynamic learning and thinking journey – were applied. Arriving at conceptual comprehension in teaching requires initiating double mediation: first, by relating to the concept being learned and its varied aspects carried out during a course that included outings in social-ecological systems; second, by being attentive to "where the students are". This was done by using their drawings – two from each outing, six in total – which enabled attentiveness to the students' learning processes in real time. A tool, developed during the study, was used to analyze the drawings and determine the students' level of understanding the concept of social-ecological systems. This helped improve the general level of the students' understanding of the concept learned, while making it possible to discern each student's individual learning process – some reached a significant change in their conceptual understanding during the process, and others, despite hands-on experience in various environments, did not change their level of understanding.