172 Copyright © 2023, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 10 DOI: 10.4018/978-1-6684-5585-2.ch010 ABSTRACT This chapter discusses the goals of digital curation as an educational practice in K-12 science education in the digital age and presents a model for science teachers’ professional development through digital curation. The model proposed in this chapter was developed during a multiple-case study with the par- ticipation of 44 science teachers. The model outlines a path to enabling teachers to learn and practice curation as a teaching and learning practice and later to direct and apply curation in their classrooms. In addition, it ofers guidelines for enabling teachers to practice thinking skills, such as making peda- gogical decisions and defning teaching goals, through the digital curation process as a professional learning method: (1) teacher professional learning goals, (2) pedagogical-practical goals, (3) social and cooperative goals, (4) teacher personal goals. This model can be applied to science teachers’ pro- fessional development and teacher training courses. INTRODUCTION An endless flood of information characterizes today’s digital age. Information in a wide range of fields is easily accessible from anywhere and at any time, but this avalanche of information requires constant The Role of Digital Curation in Science Teacher Professional Development Efrat Dayan Technion, Israel Rivka Gadot Technion, Israel Dina Tsybulsky https://orcid.org/0000-0002-2434-8509 Technion, Israel