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.
- 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.