Cory Forbes

Professional Title
Chair | Professor | Director
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)

Carroll Steward, K., Gosselin, D., Chandler, & Forbes, C. T. (in press). Student outcomes of teaching about socio-scientific issues in secondary science classrooms: Applications of EzGCM. Journal of Science Education and Technology

Mostacedo-Marasovic, S.-J., Olsen, A. A., & Forbes, C. T. (in press). Supporting secondary students’ understanding of Earth’s climate system and global climate change using EzGCM: A cross-sectional study. Journal of Science Education and Technology.

Böschl, F., Lange-Schubert, K., & Forbes, C.T. (2023).  Investigating scientific modeling practices in U.S. and German elementary science classrooms: A comparative, cross-national video-study. Science Education, 107(2), 368-400.

Olsen, A. A., Mostacedo-Marasovic, S.-J., & Forbes, C. T. (2023). Applying Rasch modeling to a global climate change concept knowledge assessment for secondary students. In X. Liu, & W. Boone (Eds.), Advances in Applications of Rasch Measurement in Science Education (pgs. 189-212). Springer Nature.

Carroll-Steward, K., Bhattacharya, D., Chandler, M.C., & Forbes, C.T. (2022). Secondary science teachers’ implementation of a curricular intervention when teaching with global climate modelsJournal of Geoscience Education, 70(4), 474-489.  

Bhattacharya, D., Carroll-Steward, K., & Forbes, C.T. (2021).  Climate education in secondary science: Comparison of model-based and non-model-based investigations of Earth’s climate. International Journal of Science Education, 43(13), 2226-2249.

Bhattacharya, D., Carroll-Steward, K., & Forbes, C.T. (2021).  Empirical research on K-16 climate education: A systematic review of the literature. Journal of Geoscience Education, 69(3), 223-247.

Bhattacharya, D., Chandler, M., Carroll-Steward, K., & Forbes, C.T. (2020). Investigating the phenomenon of increasing surface air temperatures using a global climate modeling approach. The Science Teacher, 88(1), 58-66. 

Forbes, C.T., Chandler, M., Blake, J., Bhattacharya, D., Carroll-Steward, K., Johnson, V., DeGrand, T., Mason, W., and Murrow, B. (2020).  Fostering climate literacy with global climate models in secondary science classrooms: Insights from a collaborative partnership.  In J. Henderson & A. Drewes (Eds.), Teaching Climate Change in the United States (pgs. 29-43) . Routledge; New York.

Baumfalk, B., Bhattacharya, D., Vo, T., Forbes, C.T., Zangori, L., & Schwarz, C. (2019).  Impact of model-based curriculum and instruction on 3rd-grade students’ scientific explanations for the hydrosphere. Journal of Research in Science Teaching, 56(5), 570-597.

Forbes, C.T., Lange-Schubert, K., Böschl, F., & Vo, T. (2019) Supporting primary students’ developing modeling competency for water systems.  In A. Upmeier zu Belzen, D. Krüger, & J. van Driel (Eds.), Towards a Competence-based View on Models and Modeling in Science Education (pgs. 257-273). Springer. 

Vo., T., Forbes, C.T., Zangori, L., & Schwarz, C. (2019).  A longitudinal investigation of primary inservice teachers’ modelling the hydrological phenomena. International Journal of Science Education, 41(18), 2788-2807.

Zangori, L., Vo, T., Forbes, C.T., & Schwarz, C. (2017).  Supporting 3rd-grade students’ model-based explanations about groundwater: A quasi-experimental study of a curricular interventionInternational Journal of Science Education, 39(11), 1421-1442.

Lange-Schubert, K., Schubert, J., Böschl, F., & Forbes, C.T. (2016).  Wasser – Boden – Interaktionen: Durch wissenschaftliches Beobachten, Untersuchen und Modellieren über den Was-serkreislauf lernen [Water – soil interactions: Learning through scientific monitoring, investigating, and modeling on the water cycle]. In M. Adamina, M. Hemmer, & J.C. Schubert, (Eds.), Die Geographische Perspektive Konkret – Begleitband 3 zum Perspektivrahmen Sachunterricht (pp. 29-42). Bad Heilbrunn: Klinkhardt.

Forbes, C.T., Sabel, J., & Biggers, M. (2015). Elementary teachers’ use of formative assessment to support students’ learning about interactions between the hydrosphere and geosphere. Journal of Geoscience Education, 63(3), 210-221.

Forbes, C.T., Vo, T., Zangori, L., & Schwarz, C. (2015). Supporting students’ scientific modeling when learning about the water cycle, Science and Children, 53(2), 42-49.

Forbes, C.T., Zangori, L., Schwarz, C.V. (2015). Empirical validation of integrated learning performances for hydrologic phenomena: 3rd-grade students’ model-driven explanation-construction. Journal of Research in Science Teaching, 52(7), 895-921.

Vo, T., Forbes, C.T., Zangori, L., & Schwarz, C. (2015). Fostering 3rd-grade students’ use of scientific models with the water cycle: Elementary teachers’ conceptions and practices. International Journal of Science Education, 37(15), 2411-2432.

Zangori, L. Forbes, C.T., & Schwarz, C.V. (2015). Exploring the effect of embedded scaffolding within curricular tasks on 3rd-grade students’ model-based explanations about hydrologic cycling. Science & Education, 24(7-8), 957-981.





University of Texas at Arlington

With increased focus on STEM education for students with extensive support needs ESN, engineering practices highlight the importance of problem-solving skills (e.g., systems thinking, creativity), and engineering lessons/units may provide a viable format for systematically planned math and science instruction that naturally embeds opportunities to teach students skills promoting increased self-regulated learning. Due to lack of prior experience teaching engineering, little is known about how teachers of students with ESN scaffold instruction to build their students’ engineering practices. Thus, this project focuses on teachers’ development of engineering practices, including how teachers support their students’ development of engineering-focused behaviors and mindsets through instruction.

University of Texas at Arlington

This project will focus on learning about model based reasoning in science, and will develop, implement, study, and refine a 6-week climate science module for high school students. The module will feature use of a web-based climate modeling application, and the project team will collect and analyze evidence of model-based reasoning about climate phenomena among students.

University of Nebraska-Lincoln, Michigan State University (MSU)

This project investigates 3rd-grade students' model-based reasoning about hydrologic systems and how teachers scaffold students' engagement in modeling practices. The research builds upon existing modeling frameworks to guide the development and integration of a long-term conceptual modeling task into the Full Option Science System (FOSS) Water module. The data collected from this project can help inform science curriculum materials development and elementary teacher preparation efforts designed to foster reform-oriented, model-centered elementary science learning environments.