| Developing and using multiple models to promote scientific literacy in the context of socio-scientific issues L Ke, TD Sadler, L Zangori, PJ Friedrichsen Science & Education 30 (3), 589-607, 2021 | 204 | 2021 |
| Student development of model‐based reasoning about carbon cycling and climate change in a socio‐scientific issues unit L Zangori, A Peel, A Kinslow, P Friedrichsen, TD Sadler Journal of Research in Science Teaching 54 (10), 1249-1273, 2017 | 186 | 2017 |
| Empirical validation of integrated learning performances for hydrologic phenomena: 3rd‐grade students' model‐driven explanation‐construction CT Forbes, L Zangori, CV Schwarz Journal of Research in Science Teaching 52 (7), 895-921, 2015 | 134 | 2015 |
| Fostering student sense making in elementary science learning environments: Elementary teachers' use of science curriculum materials to promote explanation construction L Zangori, CT Forbes, M Biggers Journal of Research in Science Teaching 50 (8), 989-1017, 2013 | 127 | 2013 |
| Students’ perceptions of socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking L Ke, TD Sadler, L Zangori, PJ Friedrichsen International Journal of Science Education 42 (8), 1339-1361, 2020 | 106 | 2020 |
| Exploring the complexity of students’ scientific explanations and associated nature of science views within a place-based socioscientific issue context BC Herman, DC Owens, RT Oertli, LA Zangori, MH Newton Science & Education 28, 329-366, 2019 | 86 | 2019 |
| Investigating Essential Characteristics of Scientific Practices in Elementary Science Learning Environments: The P ractices of S cience O bservation P rotocol (P‐SOP) CT Forbes, M Biggers, L Zangori School Science and Mathematics 113 (4), 180-190, 2013 | 86 | 2013 |
| Impact of model‐based science curriculum and instruction on elementary students' explanations for the hydrosphere B Baumfalk, D Bhattacharya, T Vo, C Forbes, L Zangori, C Schwarz Journal of research in science teaching 56 (5), 570-597, 2019 | 83 | 2019 |
| Students’ model-based explanations about natural selection and antibiotic resistance through socio-scientific issues-based learning A Peel, L Zangori, P Friedrichsen, E Hayes, T Sadler International Journal of Science Education 41 (4), 510-532, 2019 | 80 | 2019 |
| Elementary teachers' curriculum design and pedagogical reasoning for supporting students' comparison and evaluation of evidence-based explanations M Biggers, CT Forbes, L Zangori The Elementary School Journal 114 (1), 48-72, 2013 | 72 | 2013 |
| Technology-supported professional development for collaborative design of COVID-19 instructional materials TD Sadler, P Friedrichsen, L Zangori, L Ke Journal of Technology and Teacher Education 28 (2), 171-177, 2020 | 66 | 2020 |
| Fostering third-grade students’ use of scientific models with the water cycle: Elementary teachers’ conceptions and practices T Vo, CT Forbes, L Zangori, CV Schwarz International Journal of Science Education 37 (15), 2411-2432, 2015 | 66 | 2015 |
| Developing Practical Knowledge of the Next Generation Science Standards in Elementary Science Teacher Education DL Hanuscin, L Zangori Journal of Science Teacher Education 27 (8), 799-818, 2016 | 64 | 2016 |
| Preservice Elementary Teachers and Explanation Construction: Knowledge‐for‐Practice and Knowledge‐in‐Practice L Zangori, CT Forbes Science Education 97 (2), 310-330, 2013 | 63 | 2013 |
| Exploring the effect of embedded scaffolding within curricular tasks on third-grade students’ model-based explanations about hydrologic cycling L Zangori, CT Forbes, CV Schwarz Science & Education 24, 957-981, 2015 | 58 | 2015 |
| Supporting 3rd-grade students model-based explanations about groundwater: A quasi-experimental study of a curricular intervention L Zangori, T Vo, CT Forbes, CV Schwarz International Journal of Science Education 39 (11), 1421-1442, 2017 | 51 | 2017 |
| Enacting co-designed socio-scientific issues-based curriculum units: A case of secondary science teacher learning PJ Friedrichsen, L Ke, TD Sadler, L Zangori Journal of Science Teacher Education 32 (1), 85-106, 2021 | 50 | 2021 |
| Promoting prospective elementary teachers’ learning to use formative assessment for life science instruction JL Sabel, CT Forbes, L Zangori Journal of Science Teacher Education 26 (4), 419-445, 2015 | 49 | 2015 |
| Development of an empirically based learning performances framework for third‐grade students’ model‐based explanations about plant processes L Zangori, CT Forbes Science Education 100 (6), 961-982, 2016 | 45 | 2016 |
| Scientific practices in elementary classrooms: Third‐grade students’ scientific explanations for seed structure and function L Zangori, CT Forbes Science Education 98 (4), 614-639, 2014 | 44 | 2014 |
Cory T ForbesUniversity of Texas at ArlingtonVerified email at uta.edu
