Cory Forbes

Cory Forbes

  • Contact Information
  • Publications
  • Background
  • Interests
  • Grants
  • Courses Taught

Contact Information

TitleScience Education
Faculty RankProfessor
Address523 South Hardin Hall
3310 Holdrege Street
Lincoln NE
  • office: 402-472-7844
  • fax: 402-472-2946
VitaeDownload file


Selected Publications

Owens, D.C., Petit, D.N., Lally, D., Forbes, C. 2020. Cultivating Water Literacy in STEM Education: Undergraduates' Socio-Scientific Reasoning about Socio-Hydrologic Issues. Water. 12, 2857. Online
Baumfalk, B., Bhattacharya, D., Vo, T., Forbes, C., Schwarz, C., Zangori, L. 2019. Impact of Model-Based Science Curriculum and Instruction on Elementary Students’ Explanations for the Hydrosphere. Journal of Research in Science Teaching 5: 570-597.Online
Cisterna, D., Forbes, C., Roy, R. 2019. Model-based teaching and learning about inheritance in 3rd-grade science. International Journal of Science Education. 41(15): 2177-2199.Online
Forbes, C. 2019. Conclusion: Reflections on science teacher education for reform-based elementary science. In E.A. Davis, C. Zembal-Saul, & S. Kademian (Ed.), Sensemaking in Elementary Science: Supporting Teacher Learning.
Lally, D., Forbes, C. 2019. Modeling water systems in an introductory undergraduate course: Students' use and evaluation of data-driven, computer-based models. International Journal of Science Education. 41(14): 1999-2023.Online
Lange-Schubert, K., Boschl, F., Vo, T., Forbes, C. 2019. Mehr als Matchbox?! Modelle und Modellieren in der Grundschule [More than Matchbox?! Models and modeling in elementary school]. Chemie(171), 33-37.Online
Petitt, D., Forbes, C. 2019. Values use of undergraduate students in socio-hydrological reasoning: A comparative study. Journal of Natural Resources and Life Sciences Education 48(1):1-12.Online
Sommers, A., White, H., Alred, A., Dauer, J.M., Forbes, C. (2019) Teaching Styles and Student Outcomes in Undergraduate Food, Energy, and Water Systems (FEWS) Courses. Journal of National Colleges and Teachers of Agriculture, 63(2) 67-77.
Sutter A.M., Dauer J.M., Forbes C., Kreuziger T., Schubert J. (2019) Sixth grade students’ problematization of and decision-making about a wind energy socioscientific issue. International Research in Geographical and Environmental Education, 1-15Online
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 Modeli
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.
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),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), 895-921Online
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), 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, 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 TeacOnline
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
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. 2016. National Geoscience Faculty Survey 2016: Prevalence of systems thinking and scientific modeling learning opportunities. Journal of Geoscience Education. 67(2): 174-191.Online
Petitt, D., Forbes, C. (in press). Values use of undergraduate students in socio-hydrological reasoning: A comparative study. Natural Sciences Education.



DegreeMajorInstitutionYear Awarded
Master of ScienceNatural Resources and EnvironmentUniversity of Michigan2009
Doctorate of PhilosophyScience EducationUniversity of Michigan2009
Master of ScienceCurriculum and InstructionUniversity of Kansas2002
Bachelor of ScienceBiology (specialization in Ecology and Evolutionary Biology)University of Kansas1999





TitleAwarded byYear Awarded
Fulbright ScholarFulbright U.S. Scholar Program2018
SENCER Leadership FellowNational Center for Science and Civic Engagement2017
NARST Early Career Research AwardNational Association for Research in Science Teaching2014


Professional Organizations

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




SNR Program Areas

  • Environmental Science

Areas of Interest/Expertise

  • 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 TitleINFEWS/T3 RCN: Cultivating a National Collaborative for Research on Food, Energy, and Water Education (Additional Funding)
Starting Date04/09/2020


Ending Date08/31/2024
Funding Level$374,982.00
Funding AgencyNational Science Foundation


Grant TitleSupporting undergraduate Teaching & Learning about Socio-Hydrological Challenges through Data-Driven Modeling in the FANH Sciences
Starting Date04/01/2020


Ending Date03/31/2023
Funding Level$299,997.00
Funding AgencySearch Results Web Result with Site Links National Institute of Food and Agriculture - USDA


Starting Date09/01/2019


Ending Date08/31/2024
Funding Level$749,964.00
Funding AgencyNational Science Foundation


Grant TitleCapacity-Build Food, Energy, and H2O
Starting Date08/01/2018


Ending Date02/29/2020
Funding Level$30,000.00
Funding AgencyUSDA.NIFA


Grant TitleDRK-12 High School Students Climate Literacy through Epistemology of Scientific Modeling
Starting Date07/03/2018


Ending Date08/31/2021
Funding Level$10,277.00
Funding AgencyNational Science Foundation


Grant TitleNational Association for Research in Science Teaching Annual International Conference
Starting Date03/10/2018


Ending Date03/13/2018
Funding Level$500.00
Funding AgencyIANR - Travel Grant


Grant TitleDRK-12 High School Students Climate
Starting Date09/01/2017


Ending Date08/31/2021
Funding Level$1,145,420.00
Funding AgencyNational Science Foundation


Grant TitleE2FEW
Starting Date05/15/2017


Ending Date05/14/2020
Funding Level$139,604.00
Funding AgencyUSDA-NIFA


Grant Title Water Education Leaders for Secondary Science (WELS2)
Starting Date02/01/2017


Ending Date08/01/2018
Funding Level$62,037.00
Funding AgencyNE Coordination Committee for Postsecondary Education


Grant TitleWater Education Leaders for Secondary Science
Starting Date12/01/2016


Ending Date11/30/2019
Funding Level$144,150.00
Funding AgencyUSDA - NIFA


Grant TitleIUSE: Fostering Undergraduate Students Disciplinary Learning and Water Literacy
Starting Date08/01/2016


Ending Date07/31/2019
Funding Level$299,018.00
Funding AgencyNational Science Foundation


Grant TitleExtension Graduate Assistantship (Smith Lever)
Starting Date08/24/2015


Ending Date07/31/2016
Funding Level$18,000.00
Funding AgencySmith Lever Funds


Grant TitleNebraska WETS
Starting Date02/19/2015


Ending Date08/15/2016
Funding Level$71,140.00
Funding AgencyNebraska Coordinating Commission for Postsecondary Education


Grant Title2015 Annual International Conference
Starting Date01/01/2015


Ending Date06/30/2015
Funding Level$500.00
Funding AgencyIANR Travel Funds


Grant TitleAn Exploratory Study of Elementary Teachers' Use of Formative Assessment in Science
Starting Date01/01/2014


Ending Date12/31/2015
Funding Level$39,663.00
Funding AgencySpencer Foundation


Grant TitleHydrologic Systems in Elementary Science
Starting Date12/31/2013


Ending Date08/31/2015
Funding Level$327,537.00
Funding AgencyNational Science Foundation


Grant TitleNational Center for Agricultural Literacy
Starting Date05/01/2013


Ending Date12/31/2014
Funding Level$10,300.00
Funding AgencyUtah State University


Grant TitleNational Center for Agricultural Literacy
Starting Date05/01/2013


Ending Date04/30/2016
Funding Level$68,450.00
Funding AgencyUtah State University


Courses Taught

Course NumberCourse TitleFall Even YearsFall Odd YearsSpring Even YearsSpring Odd YearsSummer SessionCross Listing
NRES 109Water in SocietyXXAECN / ENVR / GEOG / SCIL 109