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This study aims at exploring the dynamic in self-directed learning (SDL). It examines how uncertainties are caused by pedagogy oriented by the SDL process and how students overcome uncertainties. A qualitative case study was conducted on a group of fourth graders in a self-directed STEM lesson. The STEM lesson was designed by a team of teachers from a school supported by a university-school partnership project. Data sources included videos on classroom observation, teacher interviews, studentdblp:conf/icls/Ko20 fatcat:whpvx5xy7rdrtfwn2lrfsdsop4