Modeling Hydrologic Systems in Elementary Science (MoHSES)

MoHSES logo Project Overview
The Modeling Hydrologic Systems in Elementary Science (MoHSES) exploratory Discovery Research K-12 project, funded by the National Science Foundation, involves three years of research and development to investigate 3rd-grade students’ model-based reasoning about geospheric components of the hydrologic cycle (i.e., groundwater) and how elementary teachers scaffold students’ model-based reasoning. We draw upon an existing modeling learning performances framework to guide thensf_logo development and integration of a long-term conceptual modeling task into the Full Option Science System (FOSS) Water module, collaborative work with five 3rd-grade elementary teachers recruited from diverse institutional settings, and the execution of a design-based research program. We use classroom observations, in-depth interviews with students and teachers, and student artifacts to produce empirical findings, an empirically-tested learning performances framework, and pilot-tested student modeling tasks. These deliverables will ground future work to investigate students’ model-based reasoning about hydrologic systems across the K-16 grades and develop an empirically-tested learning progression for students’ model-based reasoning about hydrologic systems. The project leverages a partnership involving the University of Nebraska-Lincoln, Michigan State University (MSU), the Iowa Van Allen Science Teaching (VAST) Center and Grant Wood Area Education Agency (GWAEA).

Instructional resources developed through this project include supplemental teacher materials, a student packet, and student assessment (with answer key).

  • $448,546 from the National Science Foundation (Discovery Research K-12) DRL-1443223
  • $71,734 Nebraska Title IIA Improving Teacher Quality State Grant (Nebraska Coordinating Commission for Postsecondary Education)
  • $29,945 from UI Center for Global and Regional Environmental Research
  • $23,394 from the Iowa Measurement Research Foundation
  • $10,000 from UNL

Stay up to date with current news associated with the MoHSES project here.

Project Publications

Böschl, F., Lange-Schubert, K., & Forbes, C.T. (2023).  Investigating scientific modeling practices in U.S. and German elementary science classrooms: A comparative, cross-national video-study. Science Education, 107(2), 368-400.

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.

Vo., T., Forbes, C.T., Zangori, L., & Schwarz, C. (2019).  A longitudinal investigation of primary inservice teachers’ modelling the hydrological phenomena. International Journal of Science Education, 41(18), 2788-2807.

Lange-Schubert, K., Böschl, F., Vo, T., & Forbes, C.T. (2019). Mehr als Matchbox?! Modelle und Modellieren in der Grundschule [More than Matchbox ?! Models and modeling in elementary school]. Chemie, 30(171), 33-37.

Forbes, C.T., Lange-Schubert, K., Böschl, F., & Vo, T. (2019) Supporting primary students’ developing modeling competency for water systems.  In A. Upmeier zu Belzen, D. Krüger, & J. van Driel (Eds.), Towards a Competence-based View on Models and Modeling in Science Education (pgs. 257-273). Springer.

Zangori, L., Vo, T., Forbes, C.T., & Schwarz, C. (2017).  Supporting 3rd-grade students’ model-based explanations about groundwater: A quasi-experimental study of a curricular intervention.  In International Journal of Science Education, 39(11), 1421-1442.

Lange-Schubert, K., Schubert, J., Böschl, F., & Forbes, C.T. (2016).  Wasser – Boden – Interaktionen: Durch wissenschaftliches Beobachten, Untersuchen und Modellieren über den Was-serkreislauf lernen [Water – soil interactions: Learning through scientific monitoring, investigating, and modeling on the water cycle]. In M. Adamina, M. Hemmer, & J.C. Schubert, (Eds.), Die Geographische Perspektive Konkret – Begleitband 3 zum Perspektivrahmen Sachunterricht (pp. 29-42). Bad Heilbrunn: Klinkhardt.

Forbes, C.T., Vo, T., Zangori, L., & Schwarz, C. (2015). Supporting students’ scientific modeling when learning about the water cycle, Science and Children, 53(2), 42-49.

Forbes, C.T., Zangori, L., Schwarz, C.V. (2015). Empirical validation of integrated learning performances for hydrologic phenomena: 3rd-grade students’ model-driven explanation-construction. Journal of Research in Science Teaching, 52(7), 895-921.

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.T., & Schwarz, C.V. (2015). Exploring the effect of embedded scaffolding within curricular tasks on 3rd-grade students’ model-based explanations about hydrologic cycling. Science & Education, 24(7-8), 957-981.

Forbes, C.T., Schwarz, C., & Zangori, L. (2014). Development of an empirically-based learning performances framework for 3rd-grade students’ model-based explanations about hydrologic cycling. In Polman, J. L., Kyza, E. A., O’Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O’Connor, K., Lee, T., and D’Amico, L. (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 1, (pp. 46-53). Boulder, CO: International Society of the Learning Sciences.

Lange, K., Forbes, C.T., Helm, K., & Hartinger, A. (2014). Forschen heißt auch Modellieren! Wie kann das im naturwissenschaftlichen Sachunterricht der Grundschule aussehen? [Inquiry includes modelling – how can this look in elementary classrooms?]. Grundschulunterricht, 4, 17-22.

Zangori, L. & Forbes, C.T. (2014). Scientific practices in elementary classrooms: 3rd-grade students’ scientific explanations for seed structure and function. Science Education, 98(4), 614-639.

Zangori, L., Forbes, C.T., & Schwarz, C. (2014). Investigating the effect of curricular scaffolds on 3rd-grade students’ model-based explanations for hydrologic cycling. In Polman, J. L., Kyza, E. A., O’Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O’Connor, K., Lee, T., and D’Amico, L. (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 2, (pp. 942-946). Boulder, CO: International Society of the Learning Sciences.

Project Presentations

Böschl, F.; Lange-Schubert, K. & Forbes, C. (2020, March). An exploratory comparative video-study of scientific modeling in elementary/primary classrooms in the U.S. and Germany. Paper accepted for presentation at the 2020 annual meeting of the National Association for Research in Science Teaching (NARST), Portland, Oregon. (Virtual presentation due to COVID-19)

Böschl, F.; Lange-Schubert, K. & Forbes, C. (2020, March). Untersuchung von Modellierungsprozessen im naturwissenschaftlichen (Sach)Unterricht – eine deutsch-amerikanische Videovergleichsstudie [Investigating scientific modeling in elementary/primary science education – a comparative video-study between the U.S. and Germany]. Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF) [Annual conference of the Association for Empirical Educational Research (GEBF)], Potsdam, Germany. (COVID-19 related cancellation of conference)

Böschl, F., Lange-Schubert, K., & Forbes, C. T. (2019, August). Investigating scientific modeling practices in primary science: A comparative study of the U.S. and Germany. Paper presented at the 2019 annual meeting of the European Science Education Research Association (ESERA) 2019, Bologna, Italy.

Böschl, F.; Lange-Schubert, K. & Forbes, C.T. (2019, March). Untersuchung von Modellierungsprozessen im naturwissenschaftlichen (Sach)Unterricht – Eine deutsch-amerikanische Vergleichsstudie. 28. Jahrestagung der Gesellschaft für Didaktik des Sachunterrichts e.V., Lüneburg.

Vo, T., Bhattacharya, D., Baumfalk, B., Zangori, L., Welch, G., Forbes, C., (2018, April). Examining the impact of a modeling enhanced water unit on 3rd grade students’ scientific explanations. Paper presented at the annual meeting of the American Educational Research Association (AERA), New York City, NY.

Böschl, F., Vo, T., Forbes, C.T., Lange-Schubert, K., (2018, March). Development of an empirically grounded learning performance framework for elementary students’ modeling competency of water. Paper presented at the annual meeting of the National Association of Research in Science Teaching (NARST), Atlanta, GA

Vo, T., Forbes, C.T., (2018, March). A mixed methods comparison of elementary students’ model based explanations about water. Paper presented at the annual meeting of the National Association of Research in Science Teaching (NARST), Atlanta, GA.

Baumfalk, B., Forbes, C.T., Bhattacharya, D., Vo, T., & Welch, G. (2017, November).  Applying a systematic approach to measuring intervention fidelity. Paper presented at the 2017 annual meeting of the American Evaluation Association (AEA), Washington, D.C.

Bhattacharya, D., Vo, T., Baumfalk, B., Zangori, L., Welch, G., Forbes, C., (2017, August) Impact of a model-based curricular intervention on elementary students’ explanations for the hydrosphere. Paper presented at the 2017 annual meeting of the European Science Educational Research Association (ESERA) 2017 conference, Dublin, Ireland.

Böschl, F.; Forbes, C. T.; Lange-Schubert, K., Vo, T., Gogolin, S. (2017, August). Model-based learning in primary science: A collaborative approach to exploring strategies for assessing scientific modeling. Paper presented at the annual meeting of the European Science Education Research Association (ESERA), Dublin, Ireland.

Forbes, C., Bhattacharya, D., Vo, T., Baumfalk, B., Zangori, L., Welch, G., (2017, April). Impact of model-based science instruction on 3rd grade students’ scientific explanations for hydrologic cycling. Paper presented at the 2017 annual meeting of the National Association of Research in Science Teaching (NARST), San Antonio, TX.

Forbes, C.T., Lange-Schubert, K., Vo, T., Gogolin, S., Böschl, F. (2017, August). Model-based learning in primary science: A collaborative approach to exploring strategies for assessing scientific modelling. Paper presented at the 2017 annual meeting of the European Science Education Research Association (ESERA), Dublin, Ireland.

Vo, T., Forbes, C.T, Zangori, L., Schwarz, C. (2017, August) A case study investigating elementary teachers’ learning to engage in model-based instruction. Paper presented at the 2017 annual meeting of the European Science Education Research Association (ESERA) 2017 conference, Dublin, Ireland.

Vo, T. & Forbes, C. T., (2017, July). Supporting K-12 teachers’ instruction about water using scientific modeling: A view across programs. Poster presented at 2017 Earth Educators’ Rendezvous, Albuquerque, New Mexico.

Vo, T., Forbes, C. T., Zangori, L., Schwarz, C.V (2017, April). Exploring elementary teachers’ conceptualizations and practices around model-based instruction of the water cycle: A three-year longitudinal multi-case study. Paper presented at the 2017 annual meeting of the American Educational Research Association (AERA), San Antonio, TX.

Vo, T., Forbes, C.T, Zangori, L., Schwarz, C. (2017, April). A 3-year longitudinal multi-case study exploring three elementary teachers’ model-based science instruction about water. Paper presented at the 2017 annual meeting of the National Association of Research in Science Teaching (NARST), San Antonio, TX.

Vo, T., Forbes, C.T, Zangori, L., Schwarz, C. (2017, April). Comparing 3rd and 5th grade students’ model-based explanations about water. Poster presented at the 2017 annual meeting of the National Association of Research in Science Teaching (NARST), San Antonio, TX.

Forbes, C.T., Vo, T., Zangori, L., & Schwarz, C.V. (2016). Modeling Hydrologic Systems in Elementary Science (MoHSES) project. Poster presented at the 2016 NSF DR K-12 PI Conference, Washington, DC.

Vo, T., Forbes, C. T. (2016). Learning to support students’ model-based learning about the water cycle: A three-year longitudinal case study of two 3rd-grade teachers. Paper presented at the 2016 annual meeting of the National Association of Research in Science Teaching (NARST), Baltimore, MD.

Forbes, C.T., Vo, T., & Bernadt, T. (2015, Sept). Supporting students’ learning about water: Model-based scientific inquiry. Presentation at the annual meeting of the Nebraska Association of Teachers of Science (NATS), Fremont, NE.

Zangori, L., Vo, T., Forbes, C.T., Schwarz, C.V. (2016).  Exploring links between 3rd-grade students’ model-based explanations and teachers’ model-based science instruction about groundwater. Paper presented at the 2016 annual meeting of the National Association of Research in Science Teaching (NARST), Baltimore, MD.

Forbes, C. T., Schwarz, C. V., Zangori, L., & Vo, T. (2015, March). Using models to support elementary students’ learning about water. Paper presented at the annual meeting of the National Science Teachers Association (NSTA), Chicago, IL.

Forbes, C. T., Vo, T., Schwarz, C. V., & Zangori, L. (2015, April). Exploring elementary teachers’ knowledge and practices for model-based science instruction about the water cycle. Paper  presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.

Forbes, C. T., Zangori, L., Vo, T. & Schwarz, C. V. (2015, April). Studying the impact of a design intervention on 3rd-grade students’ model-based explanations for water systems. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Chicago, IL.

Vo, T., Forbes, C. T., Zangori, L., & Schwarz, S. (2015, April). Engaging students in scientific practices: The role of teachers in providing opportunities for student learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Chicago, IL.

Zangori, L. & Forbes, C. T. (2015, April). Exploring 3rd-grade students’ model-based explanations about the interactions between plant processes and the hydrosphere. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Chicago, IL.

Zangori, L. & Forbes, C. T. (2015, April). Exploring 3rd-grade students’ model-based explanations about the interactions between plant processes and the hydrosphere. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.

Zangori, L. Forbes, C., Schwarz, C. V., & Vo, T. (2015, April). Supporting 3rd-grade students’ model-based explanations about the water cycle: A quasi-experimental study of a curricular intervention. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.

Forbes, C.T., Schwarz, C., Zangori, L., & Vo., T. (2014, August). Modeling Hydrologic Systems in Elementary Science (MoHSES) project. Poster presented at the 2014 NSF DR K-12 PI Conference, Washington, DC.

Forbes, C.T. (2014, March).  Discipline-based research on elementary science learning environments designed to foster students’ learning about water systems.  Invited presentation at the UNL Discipline-Based Educational Research (DBER) Group Seminar.

Forbes, C.T., Schwarz, C., & Zangori, L. (2014, June). Development of an empirically-based learning performances framework for 3rd-grade students’ model-based explanations about hydrologic cycling. Paper presented at the bi-annual International Conference of the Learning Sciences (ICLS), Boulder, CO.

Zangori, L., Forbes, C.T., & Schwarz, C. (2014, June). Investigating the effect of curricular scaffolds on 3rd-grade students’ model-based explanations for hydrologic cycling. Paper presented at the bi-annual International Conference of the Learning Sciences (ICLS), Boulder, CO.

Forbes, C.T., Zangori, L., & Schwarz, C. (2014, April). Mapping concepts to systems: Fostering 3rd-grade students’ use of models to explain hydrologic phenomena. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Pittsburgh, PA.

Forbes, C. T., Schwarz, C., & Zangori, L. (2014, April). Development of an empirically grounded learning performances framework for 3rd-grade students’ model-based explanations about water. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Vo, T., Forbes, C.T., Zangori, L., & Schwarz, C. (2014, April). Elementary teachers conceptions and practices: Fostering students’ use of scientific models of the water cycle. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Pittsburgh, PA.

Zangori, L., Forbes, C. T., & Schwarz, C. (2014, March). Elementary students’ model-based explanations for botanical components of the water cycle. Poster presented at the annual meeting of the National Association of Research Teaching, Pittsburgh, PA.

Zangori, L., Forbes, C.T., & Schwarz, C. (2014, April). Investigating the effect of curricular scaffolds on 3rd-grade students’ model-based reasoning about the water cycle. Poster presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.

Zangori, L., Forbes, C.T., & Schwarz, C. (2013, November). Elementary students’ model-based explanations about the water cycle. Paper presented at the annual meeting of School Science and Mathematics, San Antonio, TX.