Cory Forbes

Cory Forbes

  • Contact Information
  • My Story
  • Publications & Presentations
  • Background
  • Interests
  • Grants
  • Advising
  • Courses Taught
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Title Associate Professor of Science Education; Coordinator, IANR Science Literacy; Vice-Chair of SNR Graduate Committee
Address 523 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

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Selected Publications

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.

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

  • 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 Mission 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
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