Tag Archives: NARST

Forbes Group presentations @ AERA, NARST, and NSTA, 2018

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The Forbes team attended the 2018 annual meetings of the National Association for Research in Science Teaching (NARST), held March 10-13 in Atlanta, GA, the National Science Teachers Association (NSTA), held March 15-18 in Atlanta, GA, and the American Educational Research Association (AERA), held in New York City.  We had the opportunity to present  an array of findings from the WELL, MoHSES, UnICORN projects.

Bhattacharya, D., Forbes, C.T., Ingram, E., Hawley, L., Stevens, J. & Cisterna, D. (2018, March).  Developing 3rd-grade students’ understanding of inheritance using a model-based curriculum. Paper presented at the annual meeting of the National Association of Research in Science Teaching (NARST), Atlanta, GA.

Bhattacharya, D., Forbes, C.T., Ingram, E., Hawley, L., Stevens, J. & Cisterna, D. (2018, March).  Supporting scientific modeling practices in elementary science instruction about inheritance. Poster presented at annual meeting of the National Association of Research in Science Teaching (NARST), Atlanta, GA.

Bhattacharya, D., Ingram, E., Forbes, C., Cisterna, D. (2018, March). Using agriculture as a context for teaching genetics in elementary classrooms: Insights from UnICORN (Understanding Inheritance in CORN). Paper presented at the annual meeting of the National Science Teachers Association (NARST/NSTA sponsored session), Atlanta, GA.

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.

Cisterna, D., Bhattacharya, D., Vo, T., Zangori, L., & Forbes, C.T., (2018, March). Examining multiple programs to supporting K-12 teachers’ instruction about water using scientific models. Submitted to the National Association of Research in Science Teaching (NARST), 2018 Annual International Conference, Atlanta, GA.

Lally, D., Dauer, J.M., Forbes, C.T., (2018, March). Helping undergraduate students’ CREATE understanding of scientific and popular media articles about contemporary water issues. Poster presented at the annual meeting of the National Association of Research in Science Teaching (NARST), Atlanta, GA.

Lally, D., Forbes, C.T., (2018, March). Water in society: Making water issues matter to undergraduate students. Session presented at the annual meeting of the National Science Teachers Association (NSTA), Atlanta, GA.  

Petitt, D., Lally, D., Forbes, C.T., Brozovic, N., & Franz, T. (2018, March). Undergraduate students’ learning and reasoning about socio-hydrological issues. Poster presented at the annual meeting of the National Association of Research in Science Teaching (NARST), Atlanta, GA.

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.

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.


Forbes Group presentations @ NARST, 2016

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The Forbes team attended the 2016 annual meeting of the National Association for Research in Science Teaching (NARST), held April 14-17 in Baltimore, MD.  We had the opportunity to present a variety of empirical work from the RAES, MoHSES, NCAL, and WELL projects.  We look forward to the 2017 meeting in San Antonio!NARST 2016 Group 2

Brandt, M., Forbes, C., & Keshwani, J. (2016). Operationalizing science in applied contexts: Developing measures for elementary students’ understanding of STEM dimensions of food systems. Paper presented at the 2016 annual meeting of the National Association of Research in Science Teaching (NARST), Baltimore, MD

Sabel, J., Vo, T., Alred, A., Dauer, J., & Forbes, C. (2016). Undergraduate students’ scientifically-informed decision-making about water-based socioscientific issues. Poster presented at the 2016 annual meeting of the National Association of Research in Science Teaching (NARST), Baltimore, MD.

Sabel, J., Forbes, C., & Zangori, L. (2016). Use of structured formative assessment assignments to engage preservice teachers with life science concepts. Paper presented at the 2016 annual meeting of the National Association of Research in Science Teaching (NARST), Baltimore, MD.

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.

Zangori, L. & Forbes, C. T. (2016). Development of an empirically-based learning performances framework for 3rd-grade students’ model-based explanations about plant processes. Poster presented at the 2016 annual meeting of the National Association of Research in Science Teaching (NARST), Baltimore, MD.

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 Group presentations @ AERA, NARST, and NSTA, 2015

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Over the past few months, we have had the opportunity to present a number of papers from project work at AERA, NARST, and NSTA.  Please don’t hesitate to contact us with requests for papers or questions.

Biggers, M. & Forbes, C. T. (2015, April). Curriculum planning and enactment in elementary science: Beyond fidelity of implementation. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Chicago, IL.

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.

Sabel, J., Forbes, C. T. (2015, April). Elementary teachers’ use of life science content knowledge to inform formative assessment instructional decisions. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Chicago, IL.

Sabel, J., Forbes, C. T., & Zangori, L. (2015, April). Preservice teachers’ use of content knowledge and formative assessment in a life science methods course. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.

Sabel, J., Forbes, C.T., & Zangori, L. (2015, April). Content knowledge and formative assessment integration in a life sciences methods course for preservice teachers. 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.

2014 Forbes Group Presentations

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Sabel, J., Forbes, C. T., & Zangori, L. (2014, November). Preservice teachers’ use of content knowledge to inform formative assessment strategies in an integrated life sciences methods course. Paper presented at the annual meeting of the National Association of Biology Teachers (NABT), Cleveland, OH.

Vo, T., Forbes, C.T., Schwarz, C. (2014, October). Fostering 3rd-grade students’ use of scientific models with the water cycle: Teachers’ conceptions and practices.  Paper presented at the annual meeting of the Geological Society of America (GSA), Vancouver, BC.

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., & 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., 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.

Sabel, J., Forbes, C.T., & Biggers, M. (2014, April). Elementary teachers’ implementation of formative assessment strategies: Supporting students’ learning about water and Earth materials. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Pittsburgh, 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.

2014 NARST Early Career Research Award

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NARST_2014_smallThis year I was selected to receive the 2014 Early Career Research Award, awarded annually by the National Association for Research in Science Teaching (NARST) at its annual meeting, held this year from March 30-April 2 in Pittsburgh.  It’s incredibly rewarding to be recognized by my colleagues and peers for the research I’ve conducted over the past 5 years.  I was lucky to be able to share the moment with my doctoral advisor, Betsy Davis, Associate Professor of Science Education in the School of Education at the University of Michigan, and current and former graduate students Mandy Biggers, Assistant Professor of Science Education in the College of Education at Penn State, Laura Zangori, Jaime Sabel and Tina Vo, all of whom have helped make this accomplishment possible.  See related stories here and here.

 

2013 Forbes Group presentations

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The group has been busy this past year presenting empirical research from the PIESC3, RAES, and MoHSES projects at NARST, AERA, and other conferences, as well as invited talks at Florida State University and the Lawrence Hall of Science. Recent presentations include:

Sabel, J., Forbes, C. T., & Zangori, L. (2013, November). Design of an integrated teaching and learning biological sciences course for prospective elementary teachers. Poster presented at the annual meeting of the National Association of Biology Teachers, Atlanta, GA.

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 the School Science and Mathematics Association, San Antonio, TX.

Biggers, M., Forbes, C.T., & Zangori, L. (2013, April).  Elementary teachers’ ideas about, planning for, and implementation of learner-guided and teacher- guided inquiry.  Paper presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.

Biggers, M., Forbes, C.T., & Zangori, L. (2013, April).  Investigating variations of inquiry in elementary science classrooms: Establishing validity/reliability of a modified observation protocol. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.

Forbes, C.T. (2013, April). Supporting teachers to attend to students’ ideas in elementary science learning environments: The Reflective Assessment for Elementary Science in Iowa (RAES-Iowa) project. Invited presentation at the Lawrence Hall of Science, Full Option Science System (FOSS) group.

Forbes, C.T., Biggers, M., & Zangori, L. (2013, August). Teachers’ pedagogical reasoning about students’ sense-making in elementary science learning environments.  Paper presented at the annual meeting of the European Association of Research in Learning and Instruction, Munich, Germany.

Forbes, C.T., Lange, K., Möller, K., Biggers, M., Laux, M., & Zangori, L. (2013, April). A comparative study of early learners’ engagement in scientific practices in the U.S. and Germany.  Paper presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.

Forbes, C.T., Long, K J., Kennedy, C.A., Bancroft, J., Soldat, C., Biggers, M., & Sabel, J. (2013, April).  Supporting elementary teachers’ learning to use formative assessment for science: The RAES- Iowa professional development model.   Poster presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.

Forbes, C.T. (2013, March). Multifaceted approaches to research and development on elementary students’ formulation and evaluation of scientific explanations. Invited presentation at Florida State University College of Education.

Zangori, L., Forbes, C.T., & Biggers, M. (2013, April).   Elementary students’ explanation construction of seed structure and function: A concurrent mixed methods study.  Paper presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.

Zangori, L., Forbes, C.T., & Biggers, M. (2013, April).   Elementary teachers’ use of science curriculum materials to foster explanation construction.   Poster presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.

Zangori, L., Forbes, C.T., & Biggers, M. (2013, April).  Elementary teachers’ use of science curriculum materials to promote students’ sense making: An embedded mixed methods study.  Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA

2012 Forbes Group presentations

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We have been busy this past winter and spring presenting empirical research from the PIESC3 project at NARST, AERA, and two invited talks in Germany. Recent presentations include:

Biggers, M., Forbes, C.T., & Zangori, L. (2012, April). Elementary teachers’ curriculum design and pedagogical reasoning for supporting students’ comparison and evaluation of evidence-based explanations. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.

Forbes, C.T., Biggers, M., & Zangori, L. (2012, April). Investigating essential characteristics of scientific practices in elementary science learning environments: The Practices of Science Observation Protocol (P-SOP). Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC, April 13-17.

Forbes, C.T., Biggers, M., & Zangori, L. (2012, April). Toward an empirically-based learning progression: Defining progress variables and measurable levels of elementary teachers’ pedagogical content knowledge for science. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.

Aguirre-Mendez, C., Promyod, N., Forbes, C.T., Biggers, M., & Zangori, L. (2012, March). Characteristics of scientifically-oriented questions and the nature of inquiry in elementary classrooms: A multiple-case study. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Indianapolis, IN.

Biggers, M. & Forbes, C.T. (2012, March). Elementary teachers’ ideas about, planning for, and implementation of learner-guided and teacher-guided inquiry. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Indianapolis, IN.

Biggers, M., Zangori, L., & Forbes, C.T., (2012, March). Exploring scientific explanations: Promoting students’ sense-making in elementary classrooms. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Indianapolis, IN.

Forbes, C.T., Biggers, M., & Zangori, L. (2012, March). Elementary teachers’ enactment of science curriculum materials: Investigating early learners’ engagement in scientific practices. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Indianapolis, IN.

Pinney, B., Suh, J-K., Tseng, C-M., Forbes, C.T., Biggers, M., & Zangori, L. (2012, March). Dichotomous inquiry practices: Characterizing teaching practice based on essential features of inquiry. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Indianapolis, IN.

Zangori, L. & Forbes, C.T., (2012, March). Learning to support elementary students’ scientific reasoning: Preservice elementary teachers and the evidence-explanation continuum. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Indianapolis, IN.

Forbes, C.T. (2012, February). Fostering sense-making in K-8 science learning environments through curriculum and instruction: An evolving research agenda. Invited presentation at the University of Münster (WWU-Münster), Münster, Germany. Sponsored by the German Research Foundation (DFG).

Forbes, C.T. (2012, January). Fostering sense-making in K-8 science learning environments through curriculum and instruction: An evolving research agenda. Invited presentation at the University of Essen (NWU-Essen), Essen, Germany. Sponsored by the German Research Foundation (DFG).