Publications

Refereed Journal Articles
Brandt, M., Forbes, C.T., & Keshwani, J. (2017). Exploring elementary students’ scientific knowledge of agriculture using Evidence-Centered Design. Journal of Agricultural Education, 58(3), 134-149.

Nelson, K., Sabel, J., Forbes, C.T., 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.

Sabel, J., Dauer, J., & Forbes, C.T. (2017).  Introductory biology students’ use of enhanced answer keys and reflection questions to engage in metacognition and enhance understandingCBE–Life Sciences Education, 16(3), 2-12.

Sabel, J.L., Vo, T., Alred, A., Dauer, J.M., & Forbes, C.T. (2017). Undergraduate students’ scientifically-informed decision-making about socio-hydrological issues. Journal of College Science Teaching, 46(6), 64-72.

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.

Dauer, J. & Forbes, C. T. (2016). Making decisions about complex socioscientific issues: A multidisciplinary science course. Science Education & Civic Engagement: An International Journal, 8(2), 5-12.

Sabel, J., Forbes, C. T., & Flynn, M.L. (2016). Elementary teachers’ use of content knowledge to evaluate students’ thinking in the life sciences. International Journal of Science Education, 38(7), 1077-1099.

Zangori, L. & Forbes, C. T. (2016). Development of an empirically-based learning performances framework for 3rd-grade students’ model-based explanations about plant processes. Science Education, 100(6), 961–982.

Forbes, C.T., Sabel, J., & Biggers, M. (2015). Elementary teachers’ use of formative assessment to support students’ learning about interactions between the hydrosphere and geosphere. Journal of Geoscience Education, 63(3), 210-221.

Forbes, C.T., Sabel, J.L., & Zangori, L. (2015). Integrating life science content and instructional methods in elementary teacher education. American Biology Teacher, 77(9), 5-11.

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.

Sabel, J., Forbes, C.T., & Zangori, L. (2015). Promoting prospective elementary teachers’ learning to use formative assessment for life science instruction. Journal of Science Teacher Education, 26(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. T. (2015). Exploring 3rd-grade students’ model-based explanations about plant relationships within an ecosystem. International Journal of Science Education, 37(18), 2942-2964.

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., 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.

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.

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.

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.

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.

Zangori, L. & Forbes, C.T. (2013).  Preservice elementary teachers and explanation construction: Knowledge-for-practice and knowledge-in-practiceScience Education, 97(2), 310-330.

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-constructionJournal of Research in Science Teaching, 50(8), 887-1017.

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.

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.

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.

Forbes, C.T. (2011). Preservice elementary teachers’ adaptation of science curriculum materials for inquiry-based elementary science. Science Education, 95(5), 1–29.

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 environmentJournal of Environmental Education, 42(1), 30-42.

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.

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.

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.

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. (2004). The value of peer mentoring in the development of beginning secondary science teachers: 3 case studies. Mentoring & Tutoring Journal, 12(2), 219-239.

*3 more manuscripts currently ‘in review’ at peer-reviewed journals

Refereed Conference Proceedings
McKenney, S., van Aalst, J., & Forbes, C.T. (2016). Realizing research-practice connections: Three cases from the learning sciences.  In Looi, C-K, Polman, J., Cress, U., and Reimann, P. (Eds.), Transforming learning, empowering learners: Proceedings of the 12th International Conference of the Learning Sciences (ICLS 2016), Volume 1, (pp. 639-646). Singapore: International Society of the Learning Sciences.

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.

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.

Forbes, C.T., Madeira, C.A., & Slotta, J.D. (2010). Activity-theoretical research on science teachers’ expertise and learning. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Volume 1, (pp. 651-658). Chicago, IL: International Society of the Learning Sciences.

Refereed Practitioner Articles
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.

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., & Biggers, M. (2012). This is inquiry…right? Strategies for effectively adapting elementary science lessons. Science and Children, 50(1), 48-53.

Book Chapters
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. & Biggers, M. (2015). What kind of science teacher will I be? Teachers’ curricular role identity for elementary science.  In L. Avraamidou (Ed.), Studying Teacher Identity: Theoretical Perspectives and Methodological Approaches, (pgs. 129-152).  Sense Publishers; Rotterdam.

Forbes, C.T. & Davis, E.A. (2010). Beginning elementary teachers’ curriculum design and development of pedagogical design capacity for science teaching: A longitudinal study. In L.E. Kattington (Ed.), Handbook of Curriculum Development (pgs. 209-232). Nova Science Publishers; New York.