Refereed Journal Articles
Carroll Steward, K., Gosselin, D., Bhattacharya, D., Chandler, M., & Forbes, C. T. (in press).  Teachers’ use and adaptation of a model-based climate curriculum: A three-year longitudinal study. Journal of Geoscience Education.

Mostacedo-Marasovic, S. J., & Forbes, C. T. (in press). Faculty development program about the Food-Energy-Water Nexus: Supporting faculty’s adoption of a curricular module and program evaluation. International Journal of Sustainability in Higher Education.

Mostacedo-Marasovic, S.J., Mott, B.C., White, H., & Forbes, C.T. (in press). Towards water literacy: Analysis of standards for teaching and learning about water and humans. Disciplinary and Interdisciplinary Science Education Research (DISER).

Mostacedo-Marasovic, S. J., White, H. C., & Forbes, C. T. (in press). The Food-Energy-Water Nexus: Assessing undergraduate students’ decision making about complex socio-hydrologic issues supported by Hydroviz. Journal of Geoscience Education. 

Carroll Steward, K., Gosselin, D., Chandler, & Forbes, C. T. (2024). Student outcomes of teaching about socio-scientific issues in secondary science classrooms: Applications of EzGCM. Journal of Science Education and Technology, 33, 195-207. 

Mostacedo-Marasovic, S.-J., Olsen, A. A., & Forbes, C. T. (2024). Supporting secondary students’ understanding of Earth’s climate system and global climate change using EzGCM: A cross-sectional study. Journal of Science Education and Technology, 33, 178-194.

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.

Mostacedo-Marasovic, S.J., Mott, B.C., White, H., & Forbes, C.T. (2023). Towards water literacy: Analysis of standards for teaching and learning about water on Earth. Journal of Geoscience Education, 71(2), 192-207. 

White, H., & Forbes, C.T. (2023). An investigation of undergraduate students’ spatial thinking about groundwater. Journal of Geography in Higher Education, 70(1), 101-113.  

Carroll-Steward, K., Bhattacharya, D., Chandler, M.C., & Forbes, C.T. (2022). Secondary science teachers’ implementation of a curricular intervention when teaching with global climate models.  Journal of Geoscience Education, 70(4), 474-489.  

Mostacedo-Marasovic, S.J., Lally, D., Petitt, D.N., White, H., & Forbes, C.T. (2022). Supporting undergraduate students’ developing water literacy during a global pandemic: A longitudinal study. Disciplinary and Interdisciplinary Science Education Research (DISER), 4(7).

Owens, D. C., Sadler, T. D., Pettit, D. N., & Forbes, C. T. (2022). Exploring undergraduates’ breadth of socio-scientific reasoning through domains of knowledge. Research in Science Education, 52, 1643–1658.

Sommers, A., White, H., Alred, A., Dauer, J., & Forbes, C.T. (2022).  Faculty development, teaching, and student outcomes in undergraduate food, energy, and water systems (FEWS) courses. Journal of College Science Teaching, 51(6), 66-74.

White, H., Lally, D., & Forbes, C.T. (2022).  Investigating groundwater: Middle school students’ mapping data-driven, computer-based models to socio-hydrologic phenomena. Journal of Geoscience Education, 70(1), 101-113.

Bhattacharya, D., Carroll-Steward, K., & Forbes, C.T. (2021).  Climate education in secondary science: Comparison of model-based and non-model-based investigations of Earth’s climate. International Journal of Science Education, 43(13), 2226-2249.

Bhattacharya, D., Carroll-Steward, K., & Forbes, C.T. (2021).  Empirical research on K-16 climate education: A systematic review of the literature. Journal of Geoscience Education, 69(3), 223-247.

Forbes, C.T., Neumann, K., & Schiepe-Tiska, A. (2020).  Patterns of inquiry-based science instruction and student science achievement in PISA 2015.  International Journal of Science Education, 42(5), 783-806.

Lally, D. & Forbes, C.T. (2020). Sociohydrologic systems thinking: An analysis of undergraduate students’ operationalization and modeling of coupled human-water systems. Water, 12(4), 1040-1058.

Lally, D., Franz, T., & Forbes, C.T. (2020).  Undergraduate education about water and climate change: Students’ use of a water balance model. In Journal of Sustainability Education. 

Owens, D., Pettit, D., Lally, D., & Forbes, C.T. (2020).  Cultivating water literacy in STEM education: Undergraduates’ socio-scientific reasoning about socio-hydrologic issues. Water, 12(10), 2857.

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.

Cisterna, D., Forbes, C.T., & Roy, R. (2019).  Model-based teaching and learning about inheritance in 3rd-grade science. International Journal of Science Education, 41(15), 2177-2199.

Forbes, C.T., Cisterna, D., Bhattacharya, D., & Roy, R. (2019).  Modeling elementary students’ ideas about heredity: A comparison of a curricular intervention. American Biology Teacher, 81(9), 626-635.

Lally, D. & Forbes, C.T. (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.

Lally, D., Forbes, C.T., McNeal, K., & Soltis, N. (2019).  National Geoscience Faculty Survey 2016: Prevalence of systems thinking and scientific modeling learning opportunities. Journal of Geoscience Education, 67(2), 174-191.

Petitt, D.N. & Forbes, C.T. (2019). Values use of undergraduate students in socio-hydrological reasoning: A comparative study. Natural Sciences Education, 48(1), 1-12.

Soltis, N., McNeal, K., Forbes, C.T. & Lally, D. (2019).  The relationship between active learning, course innovation, and teaching Earth systems thinking: A structural equation modeling approach. Geosphere, 15(5), 1703-1721.

Sommers, A., White, H., Alred, A., Dauer, J., & Forbes, C.T. (2019).  Teaching styles and student outcomes in undergraduate food, energy, and water systems (FEWS) courses.  In North American Colleges and Teachers of Agriculture (NACTA) Journal, 63(2), 67-77.

Sutter, A.M., Dauer, J.M., Kreuziger, T., Schubert, J., Forbes, C.T. (2019). Sixth-grade students’ problematization of and decision-making about a wind energy socio-scientific issue. International Research in Geographical and Environmental Education, 28(3), 242-256.

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.

Sutter, A.M., Dauer, J.M., & Forbes, C.T. (2018). Construal level and value-belief norm theories: Implications for undergraduate decision-making on a prairie dog socio-scientific issue. International Journal of Science Education, 40(9), 1058-1075.

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 understanding.  CBE–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.  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-practice.  Science 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-construction.  Journal 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 environment.  Journal 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
Forbes, C.T., Chandler, M.C., Bhattacharya, D., Vo, T., & Griffin, J. (2018).  Secondary students’ model-based reasoning about Earth systems: Practice, epistemology, and conceptual understanding.  In Kay, J. & Luckin, R. (Eds.), Transforming learning, empowering learners: Proceedings of the 13th International Conference of the Learning Sciences (ICLS 2018), Volume 3, (pp. 1397-1398). London: International Society of the Learning Sciences.

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
Bhattacharya, D., Chandler, M., Carroll-Steward, K., & Forbes, C.T. (2020). Investigating the phenomenon of increasing surface air temperatures using a global climate modeling approach. The Science Teacher, 88(1), 58-66.  

Cisterna, D., Ingram, E., Bhattacharya, D., Roy, R., & Forbes, C.T. (2020).  Decoding the cornfield: Building students’ ideas about plant inheritance and variation. Science and Children, 58(2), 45-50.

Scherer, H. H., Forbes, C. T., Sintov, N., & Wang, H.-H. (2020). The Food-Energy-Water-Nexus: A new way to help students think about resource management in AFNR education. The Agricultural Education Magazine, 92(5), 5-8. 

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.

Bhattacharya, D., Carroll-Steward, K., Sutter, A., Chandler, M., & Forbes, C.T. (2018). Climate literacy: Insights from research on K-16 climate education. Green Schools Catalyst Quarterly, V(4), 26-35.

Forbes, C.T., 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, 48(1), 36-42.

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
Olsen, A. A., Mostacedo-Marasovic, S.-J., & Forbes, C. T. (2023). Applying Rasch modeling to a global climate change concept knowledge assessment for secondary students. In X. Liu, & W. Boone (Eds.), Advances in Applications of Rasch Measurement in Science Education (pgs. 189-212). Springer Nature.

Osborne J. et al. (2021). PISA 2015: What can science education learn from the data?  In Levrini O., Tasquier G., Amin T.G., Branchetti L., Levin M. (Eds), Engaging with Contemporary Challenges through Science Education Research. Contributions from Science Education Research, vol 9. Springer, Cham.

Forbes, C.T. (2020). Conclusion: Reflections on science teacher education for reform-based elementary science.  In E.A. Davis, C. Zembal-Saul, & S. Kademian (Eds.), Sensemaking in Elementary Science: Supporting Teacher Learning (pgs. 251-265).  Routledge; New York.

Forbes, C.T., Chandler, M., Blake, J., Bhattacharya, D., Carroll-Steward, K., Johnson, V., DeGrand, T., Mason, W., and Murrow, B. (2020).  Fostering climate literacy with global climate models in secondary science classrooms: Insights from a collaborative partnership.  In J. Henderson & A. Drewes (Eds.), Teaching Climate Change in the United States (pgs. 29-43) . Routledge; New York.

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. 

Teasdale, R., Scherer, H., Holder, L., Boger, R., & Forbes, C.T. (2018). Research on teaching about Earth in the context of societal problems. In K. St. John (Ed.), Community Framework for Geoscience Education Research (pgs. 49-60). National Association of Geoscience Teachers. Retrieved from https://doi.org/10.25885/ger_framework/5.

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.