Chatree Faikhamta

705 total citations
43 papers, 451 citations indexed

About

Chatree Faikhamta is a scholar working on Education, Developmental and Educational Psychology and Sociology and Political Science. According to data from OpenAlex, Chatree Faikhamta has authored 43 papers receiving a total of 451 indexed citations (citations by other indexed papers that have themselves been cited), including 38 papers in Education, 10 papers in Developmental and Educational Psychology and 5 papers in Sociology and Political Science. Recurrent topics in Chatree Faikhamta's work include Science Education and Pedagogy (24 papers), Education and Critical Thinking Development (14 papers) and Innovative Teaching Methods (9 papers). Chatree Faikhamta is often cited by papers focused on Science Education and Pedagogy (24 papers), Education and Critical Thinking Development (14 papers) and Innovative Teaching Methods (9 papers). Chatree Faikhamta collaborates with scholars based in Thailand, Canada and Indonesia. Chatree Faikhamta's co-authors include Deborah L. Hanuscin, Anthony Clarke, Richard K. Coll, R. Ahmad Zaky El Islami, Vittaya Punsuvon, Jinwoong Song, Potjanart Suwanruji, Samia Khan, Juanjo Mena and Supawan Tantayanon and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Chemical Education and Research in Science Education.

In The Last Decade

Chatree Faikhamta

40 papers receiving 426 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Chatree Faikhamta Thailand 13 385 116 42 35 30 43 451
Nazan Bautista United States 8 219 0.6× 89 0.8× 27 0.6× 42 1.2× 41 1.4× 15 287
Sibel Kaya Türkiye 12 292 0.8× 109 0.9× 32 0.8× 53 1.5× 19 0.6× 43 383
Ornit Spektor‐Levy Israel 10 287 0.7× 110 0.9× 42 1.0× 31 0.9× 17 0.6× 22 375
Silvija Markic Germany 11 286 0.7× 152 1.3× 23 0.5× 26 0.7× 28 0.9× 20 345
Melony Holyfield Allen United States 6 302 0.8× 111 1.0× 21 0.5× 40 1.1× 19 0.6× 9 396
Betül Demırdöğen Türkiye 12 322 0.8× 171 1.5× 23 0.5× 37 1.1× 27 0.9× 31 368
Feral Ogan‐Bekiroglu Türkiye 11 385 1.0× 146 1.3× 21 0.5× 31 0.9× 18 0.6× 34 421
Pınar Çavaş Türkiye 11 323 0.8× 102 0.9× 33 0.8× 69 2.0× 36 1.2× 27 427
Sami Lehesvuori Finland 12 315 0.8× 167 1.4× 23 0.5× 19 0.5× 12 0.4× 39 373
Deepika Menon United States 9 266 0.7× 95 0.8× 27 0.6× 36 1.0× 86 2.9× 22 340

Countries citing papers authored by Chatree Faikhamta

Since Specialization
Citations

This map shows the geographic impact of Chatree Faikhamta's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Chatree Faikhamta with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Chatree Faikhamta more than expected).

Fields of papers citing papers by Chatree Faikhamta

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Chatree Faikhamta. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Chatree Faikhamta. The network helps show where Chatree Faikhamta may publish in the future.

Co-authorship network of co-authors of Chatree Faikhamta

This figure shows the co-authorship network connecting the top 25 collaborators of Chatree Faikhamta. A scholar is included among the top collaborators of Chatree Faikhamta based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Chatree Faikhamta. Chatree Faikhamta is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Faikhamta, Chatree, et al.. (2025). Beyond Representations: How Teachers’ Epistemologies of Models Shapes Students’ Engagement with Scientific Modeling. Journal of Science Teacher Education. 37(2). 200–222.
2.
Faikhamta, Chatree, et al.. (2024). Pre-service Teachers’ Conceptual Understandings of Models and Modelling in a STEM Methods Course. Research in Science Education. 54(6). 1137–1153. 3 indexed citations
3.
Tantayanon, Supawan, et al.. (2024). Teachers’ perceptions and design of small-scale chemistry driven STEM learning activities. Chemistry Teacher International. 7(2). 303–317. 2 indexed citations
4.
Faikhamta, Chatree, et al.. (2023). Expanding the border of science education through the lens of Buddhist mindfulness. Cultural Studies of Science Education. 18(2). 345–358. 2 indexed citations
5.
Faikhamta, Chatree, et al.. (2023). Perceptions of pre-service science teachers toward teaching STEM from suburb University in Thailand. Kasetsart Journal of Social Sciences. 44(1). 2 indexed citations
6.
Faikhamta, Chatree, et al.. (2022). Trends of competencies in teacher education from 2015 to 2020: A Systematic Review Analysis. Kasetsart Journal of Social Sciences. 43(1). 9 indexed citations
7.
Islami, R. Ahmad Zaky El, et al.. (2022). A Comparison of School Science Curricula of Indonesia, Vietnam, and Thailand. Asia-Pacific social science review. 22(2). 4 indexed citations
8.
Islami, R. Ahmad Zaky El, et al.. (2022). Trends of Teacher Professional Development Strategies: A Systematic Review. Shanlax International Journal of Education. 10(2). 1–8. 15 indexed citations
9.
Faikhamta, Chatree, et al.. (2020). The Impact of a PCK-Based Professional Development Program on Science Teachers' Ability to Teaching STEM.. 43. 9 indexed citations
10.
Faikhamta, Chatree, et al.. (2020). Assessing Psychosocial Outdoor Learning Environment of Pre-service Science Teachers through The Field Trip Experiences. Participatory Educational Research. 7(2). 135–150. 4 indexed citations
11.
Faikhamta, Chatree. (2020). Pre-Service Science Teachers’ Views of the Nature of STEM. SHILAP Revista de lepidopterología. 31(4). 356–366. 11 indexed citations
12.
Faikhamta, Chatree, et al.. (2018). Assessing In-service Teachers’ Self-efficacy and Beliefs about STEM Education. SHILAP Revista de lepidopterología. 4 indexed citations
13.
Faikhamta, Chatree, et al.. (2018). Enhancing Bhutanese Students’ Views of the Nature of Science in Matter and its Composition and Study of Gas Laws through an Explicit and Reflective Approach. SHILAP Revista de lepidopterología. 29(1). 20–28. 1 indexed citations
14.
Faikhamta, Chatree, et al.. (2018). Developing Students’ Argument Skills Using Socioscientific Issues in a Learning Unit on the Fossil Fuel Industry and Its Products. SHILAP Revista de lepidopterología. 29(3). 137–148. 5 indexed citations
15.
Faikhamta, Chatree, et al.. (2018). Science teacher education in Thailand: a challenging journey. SHILAP Revista de lepidopterología. 4(1). 20 indexed citations
16.
Hanuscin, Deborah L., et al.. (2017). Perceptions of In-Service Teachers toward Teaching STEM in Thailand.. Asia-Pacific Forum on Science Learning and Teaching. 18(2). 53 indexed citations
17.
18.
Faikhamta, Chatree, et al.. (2012). การวเคราะหคำถามในหนงสอเรยนวทยาศาสตร ระดบชนมธยมศกษาตอนตน (AN ANALYSIS OF QUESTIONS IN JUNIOR HIGH SCHOOL SCIENCE TEXTBOOKS). SWU eJournals System (Srinakharinwirot University). 2 indexed citations
19.
Faikhamta, Chatree, et al.. (2011). The Current Situation of Field Experience in a Five-Year Science Teacher Education Program in Thailand.. US-China education review. 1(6). 87–97. 1 indexed citations
20.

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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