Cory Forbes

Cory Forbes

  • Contact Information
  • My Story
  • Publications & Presentations
  • Background
  • Interests
  • Grants
  • Advising
  • Courses Taught
  • Outreach

Title Associate Professor of Science Education; Coordinator, IANR Science Literacy
Address 523 South Hardin Hall
3310 Holdrege Street
Lincoln NE
68583-0995
Phone 402-472-7844
FAX 402-472-2946
E-mail cforbes3@unl.edu
Vitae Download file

n/a

Selected Publications

Bhattacharya, D., Carroll-Steward, K., Sutter, M., Chandler, M., Forbes, C. (in press). Climate literacy: Insights from research on K-16 climate education. Green Schools Catalyst Quarterly.
Forbes, C., 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(1), 36-42.
Forbes, C., Lange-Schubert, K., Vo, T., Boschl, F. (in press). Supporting Primary Students’ Developing Model Competence for Water Systems. In Annette Upmeier zu Belzen, Dirk Krüger, Jan van Driel (Ed.), Towards a Competence-based View on Models and Modeling in Science Education.
Teasdale, R., Scherer, H., Holder, L., Boger, R., Forbes, C. (2018). Research on teaching about Earth in the context of societal problems. Community Framework for Geoscience Education Research. https://doi.org/10.25885/ger_framework/5
Brandt, M., Forbes, C., Keshwani, J., Wolken, T. (2017). Exploring elementary students' scientific knowledge of agriculture using Evidence-Centered Design. Journal of Agricultural Education, 58(3), 134-149. Online
Nelson, K., Sabel, J., Forbes, C., Grandgenett, N., Tapprich, W., Cutucache, C. E. (2017). How do undergraduate STEM mentors reflect upon their mentoring experiences in an outreach program engaging K-8 youth? International Journal of STEM Education, 4(3), 1-13. Online
Sabel, J., Dauer, J., Forbes, C. (2017). Introductory Biology Students' Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding. CBE--Life Sciences Education, 16(3), 2-12. Online
Sabel, J., Vo, T., Alred, A., Dauer, J., Forbes, C. (2017). Undergraduate students' scientifically - informed decision-making about socio-hydrological issues. Journal of College Science Teaching, 46(6), 71-79. Online
Dauer, J.M., Forbes, C. 2016. Making decisions about complex socioscientific issues: a multidisciplinary science course. Science Education and Civic Engagement: An International Journal. 8:5-12. Online
Sabel, J., Forbes, C., Flynn, M.L. 2016. Elementary teachers' use of content knowledge to evaluate students' thinking in the life sciences. International Journal of Science Education. 7:1077-1099. Online
Zangori, L., Forbes, C. 2016. Exploring 3rd-grade students' model-based explanations about plant relationships within an ecosystem. Science Education. 6: 961–982. Online
Forbes, C., Sabel, J., Zangori, L. (2015). Integrating life science content and instructional methods in elementary teacher education. American Biology Teacher, 77(9), 5-11. Online
Forbes, C., Zangori, L., Schwarz, C. (2015). Empirical Validation of Integrated Learning Performances for Hydrologic Phenomena: 3rd-Grade Students’ Model-Driven Explanation-Construction. Journal of Research in Science Teaching(7), 895-921 Online
Forbes, C., Zangori, L., Vo, T., Schwarz, C. (2015). Supporting Students’ Scientific Modeling to Learn about the Water Cycle. Science and Children(2), 42-49
Sabel, J., Forbes, C., Biggers, M. (2015). Elementary Teachers’ use of Formative Assessment to Support Students’ Learning about Interactions between the Hydrosphere and Geosphere. Journal of Geoscience Education(3), 210-221. Online
Sabel, J., Forbes, C., Zangori, L. (2015). Promoting Prospective Elementary Teachers’ Learning to Use Formative Assessment for Life Science Instruction. Journal of Science Teacher Education(4), 419-445.
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., Schwarz, C. (2015). Exploring the Effect of Embedded Scaffolding Within Curricular Tasks on Third-Grade Students’ Model-Based Explanations about Hydrologic Cycling. Science and Education(7-8), 957-981.
Forbes, C., Lange, K., Möller, K., Biggers, M., Laux, M., Zangori, L. (2014). Explanation-construction in 4th-grade classrooms in Germany and the United States: A cross-national comparative video study. International Journal of Science Education, 36(14), 2367-2390. Online
Goto, D., M.J. Hamel, J.J. Hammen, M.L. Rugg, M.A. Pegg, and V.E. Forbes. 2014. Spatiotemporal variation in flow-dependent recruitment of long-lived riverine fish: Model development and evaluation. Ecological Modelling 296:79-92. Online
Zangori, L., Cory, F. (2014). Scientific practices in elementary classrooms: 3rd-grade students’ scientific explanations for seed structure and function. Science Education(4), 614-639. Online
Biggers, M., Forbes, C.T. , & Zangori, L. (2013). Elementary teachers' curriculum design and pedagogical reasoning for supporting students' comparison and evaluation of evidence-based explanations. The Elementary School Journal, (114)1, 48-72. Online
Forbes, C.T. (2013). Curriculum-dependent and curriculum-independent factors in preservice elementary teachers adaptation of science curriculum materials for inquiry-based science. Journal of Science Teacher Education, (24)1, 179-197. Online
Forbes, C.T., Biggers, M., & Zangori, L. (2013). Investigating essential characteristics of scientific practices in elementary science learning environments: The Practices of Science Observation Protocol (P-SOP). School Science and Mathematics, (113)4, 180-190. Online
Zangori, L. & Forbes, C.T. (2013). Preservice elementary teachers and explanation construction: Knowledge-for-practice and knowledge-in-practice. Science Education, 97(2), 310-330. Online
Zangori, L., Forbes, C.T., & Biggers, M. (2013). Fostering student sense-making in elementary science learning environments: Elementary teachers use of science curriculum materials to promote explanation-construction. Journal of Research in Science Teaching, (50)8, 887-1017. Online
Biggers, M. & Forbes, C.T. (2012). Balancing teacher and student roles in elementary classrooms: Preservice elementary teachers' ideas about the inquiry continuum. International Journal of Science Education, 34(14), 2205-2229. Online
Forbes, C.T. & Davis, E.A. (2012). Operationalizing identity in action: A comparative study of direct versus probabilistic measures of curricular role identity for inquiry-based science teaching. International Journal of Science and Mathematics Education, 10(2), 267-292.
Zangori, L., Forbes, C.T., & Biggers, M. (2012). This is inquiry right? Strategies for effectively adapting elementary science lessons. Science & Children, 50(1), 48-53.
Davis, E.A., Beyer, C., Forbes, C.T., & Stevens, S. (2011). Understanding pedagogical design capacity through teachers' narratives. Teaching and Teacher Education, 27(4), 797-810. Online
Forbes, C.T. & Zint, M. (2011). Elementary teachers' beliefs about, perceived competencies for, and reported use of scientific inquiry to promote student learning about and for the environment. Journal of Environmental Education, 42(1), 30-42.
Forbes, C.T. (2011). Preservice elementary teachers' adaptation of science curriculum materials for inquiry-based elementary science. Science Education, 95, 1-29. Online
Forbes, C.T. & Davis, E.A. (2010). Beginning elementary teachers' beliefs about the use of anchoring questions in science: A longitudinal study. Science Education, 94(2), 365-387. Online
Forbes, C.T. & Davis, E.A. (2010). Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials. Journal of Research in Science Teaching, 47(7), 365-387. Online
Forbes, C.T. & Davis, E.A. (2008). Exploring preservice elementary teachers' critique and adaptation of curriculum materials in respect to socioscientific issues. Science & Education, 17(8-9), 829-854.
Forbes, C.T. & Davis, E.A. (2008). The development of preservice elementary teachers' curricular role identity for science teaching. Science Education, 92(5), 909-940. Online
Forbes, C.T. (2004). The value of peer mentoring in the development of beginning secondary science teachers: 3 case studies. Mentoring & Tutoring Journal, 12(2), 219-239.
Baumfalk, B., Bhattacharya, D., Vo, T., Forbes, C., Schwarz, C., Zangori, L. (in press). Impact of Model-Based Science Curriculum and Instruction on Elementary Students’ Explanations for the Hydrosphere. Journal of Research in Science Teaching.
Cisterna, D., Ingram, E., Bhattacharya, D., Roy, R., Forbes, C. (in press). Decoding the corn field: Building students’ ideas about plant inheritance and variation. Science and Children.
Forbes, C., Chandler, M. C., Bhattacharya, D., Vo, T., Griffin, J. (2018). Secondary students’ model-based reasoning about Earth systems: Practice, epistemology, and conceptual understanding.. London:.
Lally, D., Forbes, C., McNeal, K., Soltis, N. (in press). National Geoscience Faculty Survey 2016: Prevalence of systems thinking and scientific modeling learning opportunities. Journal of Geoscience Education.
Petitt, D., Forbes, C. (in press). Values use of undergraduate students in socio-hydrological reasoning: A comparative study. Natural Sciences Education.
Sutter, M., Dauer, J., Kreuziger, T., Schubert, J., Forbes, C. (in press). Sixth Grade Students' Problematization of and Decision-Making about a Wind Energy Socio-Scientific Issue. International Research in Geographical and Environmental Education.

Educational Background

  • BS - University of Kansas, Biology (Ecology & Evolutionary Biology) (1999)
  • MS - University of Kansas, Curriculum and Instruction (2002)
  • MS - University of Michigan, Natural Resources and Environment (2009)
  • PhD - University of Michigan, Science Education (2009)

Awards

  • 2018 – Fulbright Scholar awarded by Fulbright U.S. Scholar Program 
  • 2017 – SENCER Leadership Fellow awarded by National Center for Science and Civic Engagement 
  • 2014 – NARST Early Career Research Award awarded by National Association for Research in Science Teaching 
  • 1/1/2014 – REFLECTIVE ASSESSMENT FOR ELEMENTARY SCIENCE awarded by Spencer Foundation 
  • 9/1/2012 – MODELING HYDROLOGIC SYSTEMS IN ELEMENTARY SCIENCE (MoHSES) awarded by National Science Foundation 
  • 4/1/2009 – PROMOTING INQUIRY-BASED ELEMENTARY SCIENCE THROUGH COLLABORATE CURRICULUM CONSTRUCTION (PIESC3) awarded by Carver Charitable Trust 

SNR Program Area(s)

  • Environmental Science

Affiliations (index)

Professional Organizations

  • American Educational Research Association (AERA)
    • Member 
  • International Society of the Learning Sciences (ICLS)
    • Member 
  • National Association for Research in Science Teaching (NARST)
    • Member 
  • National Science Teachers Association (NSTA)
    • Member 

Notable Websites

Areas of Interest

  • Science Literacy
  • Human Dimensions of Natural Resources
  • Social-ecological systems
  • STEM teaching and learning
  • Food-Energy-Water-Nexus
  • Environmental Education and Interpretation

Currently this page only displays grants that were awarded on 1/1/2009 to the present. If a grant was awarded prior to 1/1/2009 and is still active, it will not be displayed on this page.

Grant Title DRK-12 High School Students Climate Literacy through Epistemology of Scientific Modeling
Starting Date 7/3/2018
Principal Investigators
Cory Forbes
Ending Date 8/31/2021
Funding Level $10,277.00
Funding Source National Science Foundation

 
Grant Title Capacity-Build Food, Energy, and H2O
Starting Date 8/1/2018
Principal Investigators
Cory Forbes
Ending Date 2/29/2020
Funding Level $30,000.00
Funding Source USDA.NIFA

 
Grant Title National Association for Research in Science Teaching Annual International Conference
Starting Date 3/10/2018
Principal Investigators
Cory Forbes
Ending Date 3/13/2018
Funding Level $500.00
Funding Source IANR - Travel Grant

 
Grant Title DRK-12 High School Students Climate
Starting Date 9/1/2017
Principal Investigators
Cory Forbes
Ending Date 8/31/2021
Funding Level $1,145,420.00
Funding Source National Science Foundation

 
Grant Title E2FEW
Starting Date 5/15/2017
Principal Investigators
Cory Forbes
Co-PIs
Jenny Dauer
Tiffany Heng-Moss
Deepak Keshwani
Ending Date 5/14/2020
Funding Level $139,604.00
Funding Source USDA-NIFA

 
Grant Title Water Education Leaders for Secondary Science (WELS2)
Starting Date 2/1/2017
Principal Investigators
Co-PIs
Cory Forbes
Ending Date 8/1/2018
Funding Level $62,037.00
Funding Source NE Coordination Committee for Postsecondary Education

 
Grant Title Water Education Leaders for Secondary Science
Starting Date 12/1/2016
Principal Investigators
Cory Forbes
Co-PIs
Brozovic, Nicholas
Ending Date 11/30/2019
Funding Level $144,150.00
Funding Source USDA - NIFA

 
Grant Title IUSE: Fostering Undergraduate Students Disciplinary Learning and Water Literacy
Starting Date 8/1/2016
Principal Investigators
Cory Forbes
Co-PIs
Brozovic, Nicholas
Trenton Franz
Ending Date 7/31/2019
Funding Level $299,018.00
Funding Source National Science Foundation

 
Grant Title Extension Graduate Assistantship (Smith Lever)
Starting Date 8/24/2015
Principal Investigators
Cory Forbes
Ending Date 7/31/2016
Funding Level $18,000.00
Funding Source Smith Lever Funds

 
Grant Title Nebraska WETS
Starting Date 2/19/2015
Principal Investigators
Cory Forbes
Co-PIs
Tonya Bernadt
Tina Vo
Ending Date 8/15/2016
Funding Level $71,140.00
Funding Source Nebraska Coordinating Commission for Postsecondary Education

 
Grant Title 2015 Annual International Conference
Starting Date 1/1/2015
Principal Investigators
Cory Forbes
Ending Date 6/30/2015
Funding Level $500.00
Funding Source IANR Travel Funds

 
Grant Title National Center for Agricultural Literacy
Starting Date 5/1/2013
Principal Investigators
Kathleen Lodl
Co-PIs
Cory Forbes
Tiffany Heng-Moss
Ending Date 4/30/2016
Funding Level $68,450.00
Funding Source Utah State University

 
Grant Title National Center for Agricultural Literacy
Starting Date 5/1/2013
Principal Investigators
Kathleen Lodl
Co-PIs
Cory Forbes
Tiffany Heng-Moss
Ending Date 12/31/2014
Funding Level $10,300.00
Funding Source Utah State University

 
Grant Title Hydrologic Systems in Elementary Science
Starting Date 12/31/2013
Principal Investigators
Cory Forbes
Ending Date 8/31/2015
Funding Level $327,537.00
Funding Source National Science Foundation

 
Grant Title An Exploratory Study of Elementary Teachers' Use of Formative Assessment in Science
Starting Date 1/1/2014
Principal Investigators
Cory Forbes
Ending Date 12/31/2015
Funding Level $39,663.00
Funding Source Spencer Foundation

 

Graduate Program(s)

Master of Science in Natural Resource Sciences


including specializations in
  • Human Dimensions

Doctor of Philosophy in Natural Resource Sciences


including specializations in
  • Human Dimensions

Courses Taught
Course Number Course Title Fall Even Years Fall Odd Years Spring Even Years Spring Odd Years Summer Session Cross Listing
NRES 109 Water in Society X X NRES/SCIL 109