תהליכי אי-ודאות בלמידה לצורך הבנה

The present study focuses on the emotional responses of student-teachers when contending with a challenging learning task. Emotional processes directly associated with learning that takes learners away from their place in the present regarding the studied material are termed "processes of uncertainty". The study participants were 28 student-educators attending academic courses between 2009 and 2011. They were asked to perform a task that constituted an introduction to learning the subject of "day and night" in accordance with the Thinking Journey method. While performing the task the students were asked to complete .a questionnaire and describe the emotional processes they were experiencing ,They expressed a wide range of emotions, positive and negative. In this regard they expressed negative emotions such as fear and anxiety, and positive emotions ,such as curiosity and sense of challenge. From the content and lexical analyses it emerges that the challenge posed by the task amplified the learners’ sense of uncertainty. The study also found that uncertainty and embarrassment played an important role in creating learning processes and understanding the concept presented in the task. The study also presents the mediator’s significant role in knowledge construction processes, wherein the learner simultaneously needs ’both cognitive and emotional support. The mediator had to contain the learners feelings of uncertainty, and support their cognitive construction process and ,change in perception by enabling them to experience a meaningful, quality and personal construction process of the studied subject. The present study contributes to an understanding of the processes of uncertainty experienced by .learners during meaningful learning for understanding