Dr. Amal Ibourk
Dr. Amal Ibourk’s research encompasses the three areas of (1) science learning, (2) science teaching, and (3) identity. Under the umbrella of science learning and teaching, she looks at how they both take place in classrooms and across different settings as students and teachers engage with three-dimensional science learning and learning technologies. Dr. Ibourk is interested in how preservice teachers (PSTs) navigate their roles as science learners and teachers. In her research, she uses the lens of identity to examine how storied-identities, or identities that are shaped by stories, inform PSTs’ practice, learning to teach and teacher professional identity. Furthermore, she uses a storied-identities lens to investigate the science, technology, engineering, and mathematics (STEM) identity of youth and how it informs their trajectories in the STEM pipeline. Lastly, her work also explores equity, diversity, and social justice issues in science education.
Dr. Ibourk is interested in finding ways in which elementary students engage in deeper learning when using learning technologies (such as WISE), and develop the ability to engage in STEM practices. Her research work seeks to help design curriculum and assessments that encourage learners to be actively involved in making sense of knowledge, in reflecting on their three-dimensional science learning (NGSS, 2016), and in connecting their classroom experiences with real-life situations. She has published work around student science learning and learning technologies in the prominent journal Science Education.
Dr. Ibourk earned her Ph.D. from Michigan State University. She teaches the following courses:
- SCE 4891: Introduction to the Nature of Science and Scientific Inquiry for Elementary Teachers
- SCE 4892: Problem-based Science Learning for Elementary Teachers
- EME 5050: Teaching and Technology