Cory Forbes

Organization/Institution
University of Nebraska-Lincoln
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Forbes, C. T., Chandler, M., Blake, J., Bhattacharya, D., Carroll-Steward, K., Johnson, V., DeGrand, T., Mason, W., & 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. Routledge; New York.*
  • Forbes, C. T., Neumann, K., & Schiepe-Tiska, A. (in press). Patterns of inquiry-based science instruction and student science achievement in PISA 2015. International Journal of Science Education.*
  • Lally, D., Forbes, C. T., McNeal, K., & Soltis, N. (2019). National Geoscience Faculty Survey 2016: Prevalence of systems thinking and scientific modeling learning opportunities. Journal of Geoscience Education, 67(2), 174-191.            
  • 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., Brozovic, N., Franz, T., Lally, D., & Petitt, D. (2018). Water in Society: An interdisciplinary course to support undergraduate students’ water literacy. Journal of College Science Teaching, 48(1), 36-42.

High School Students' Climate Literacy Through Epistemology of Scientific Modeling (Collaborative Research: Forbes)

University of Texas at Arlington
09/01/2017

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.

Modeling Hydrologic Systems in Elementary Science (MoHSES)

University of Nebraska-Lincoln, Michigan State University (MSU)
09/01/2012

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.