Frackson Mumba

580 total citations
47 papers, 399 citations indexed

About

Frackson Mumba is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Frackson Mumba has authored 47 papers receiving a total of 399 indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Education, 20 papers in Developmental and Educational Psychology and 5 papers in Social Psychology. Recurrent topics in Frackson Mumba's work include Science Education and Pedagogy (25 papers), Educational Strategies and Epistemologies (11 papers) and Education and Critical Thinking Development (9 papers). Frackson Mumba is often cited by papers focused on Science Education and Pedagogy (25 papers), Educational Strategies and Epistemologies (11 papers) and Education and Critical Thinking Development (9 papers). Frackson Mumba collaborates with scholars based in United States, Zambia and South Africa. Frackson Mumba's co-authors include Vivien Mweene Chabalengula, Martie Sanders, William J. Hunter, Amanda K. Kibler, Cynthia J. Moore, Lindsay B. Wheeler, Kevin C. Wise, Mesfin Tsige, William C. Hunter and Mary Wright and has published in prestigious journals such as Journal of Research in Science Teaching, Science Education and International Journal of Science Education.

In The Last Decade

Frackson Mumba

40 papers receiving 355 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Frackson Mumba United States	11	332	143	26	25	25	47	399
Noemi Waight United States	11	254 0.8×	141 1.0×	38 1.5×	18 0.7×	19 0.8×	19	328
Aeran Choi United States	11	398 1.2×	261 1.8×	25 1.0×	15 0.6×	15 0.6×	35	447
Chatree Faikhamta Thailand	13	385 1.2×	116 0.8×	35 1.3×	30 1.2×	15 0.6×	43	451
Peter Hubber Australia	8	253 0.8×	117 0.8×	43 1.7×	13 0.5×	11 0.4×	30	312
Brooke A. Whitworth United States	11	308 0.9×	84 0.6×	14 0.5×	52 2.1×	35 1.4×	46	380
Loucas Τ. Louca Cyprus	9	457 1.4×	386 2.7×	36 1.4×	13 0.5×	27 1.1×	15	577
Irit Sadeh Israel	5	271 0.8×	102 0.7×	29 1.1×	14 0.6×	14 0.6×	8	328
Xenia Meyer United States	5	218 0.7×	141 1.0×	30 1.2×	19 0.8×	14 0.6×	8	292
Evan Szu United States	6	264 0.8×	204 1.4×	22 0.8×	11 0.4×	11 0.4×	6	337
Oktay Bektaş Türkiye	13	485 1.5×	114 0.8×	20 0.8×	20 0.8×	18 0.7×	91	562

Countries citing papers authored by Frackson Mumba

Since Specialization

Citations

This map shows the geographic impact of Frackson Mumba'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 Frackson Mumba with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Frackson Mumba more than expected).

Fields of papers citing papers by Frackson Mumba

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Frackson Mumba. 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 Frackson Mumba. The network helps show where Frackson Mumba may publish in the future.

Co-authorship network of co-authors of Frackson Mumba

This figure shows the co-authorship network connecting the top 25 collaborators of Frackson Mumba. A scholar is included among the top collaborators of Frackson Mumba 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 Frackson Mumba. Frackson Mumba is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Mumba, Frackson, et al.. (2023). A Model for Integrating Engineering Design into Science Teacher Education. Journal of Science Education and Technology. 33(1). 45–56. 3 indexed citations

Mumba, Frackson, et al.. (2023). Pre-service science teachers’ understanding of science and engineering practices, engineering design process, and scientific method. ISU Red - Research and eData (Illinois State University). 58(1). 1 indexed citations

Chabalengula, Vivien Mweene, et al.. (2017). Nature and extent of science and engineering practices coverage in K-12 engineering curriculum materials. International journal of engineering education. 33(1). 308–320. 4 indexed citations

Chabalengula, Vivien Mweene, et al.. (2016). Effect of Inquiry-Based Computer Simulation Modeling on Pre-service Teachers’ Understanding of Homeostasis and their Perceptions of Design Features. Journal of Computers in Mathematics and Science Teaching. 35(3). 225–248.

Mumba, Frackson, et al.. (2015). Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-Based Instruction in Inclusive Chemistry Classrooms.. Science education international. 26(1). 180–194. 23 indexed citations

Mumba, Frackson, et al.. (2014). Zambian Pre-Service Chemistry Teachers' Views on Chemistry Education Goals and Challenges for Achieving Them in Schools.. Science educator. 23(1). 56–64.

Chabalengula, Vivien Mweene & Frackson Mumba. (2012). Promoting Biological Knowledge Generation using Model-Based Inquiry Instruction. DergiPark (Istanbul University). 4 indexed citations

Chabalengula, Vivien Mweene & Frackson Mumba. (2012). Inquiry-based science education: A scenario on Zambia's high school science curriculum. Science education international. 23(4). 307–327. 15 indexed citations

Mumba, Frackson, et al.. (2011). Improving Teachers’ Attitudes Toward Mathematics Teaching: Model-Centered Learning and Open-Source Learning Technology. Society for Information Technology & Teacher Education International Conference. 2011(1). 180–184. 1 indexed citations

10.

Mumba, Frackson, et al.. (2011). An Interactive Simulation based Virtual Classroom System using Cloud Computing Technology. Society for Information Technology & Teacher Education International Conference. 2011(1). 2171–2176. 1 indexed citations

11.

Mumba, Frackson, et al.. (2011). Teachers' Understanding of the Particulate Nature of Matter: The Case of Zambian Pre-Service Science Teachers.. Asia-Pacific Forum on Science Learning and Teaching. 12(2). 10 indexed citations

12.

Chabalengula, Vivien Mweene, et al.. (2011). Science Teachers Familiarity of and Interest in Computer Simulations, Animations, Visualization, Modeling and Virtual reality. Society for Information Technology & Teacher Education International Conference. 2011(1). 2075–2077. 1 indexed citations

13.

Mumba, Frackson, et al.. (2010). RESIDENT SCIENTISTS’ INSTRUCTIONAL PRACTICE AND THEIR PERCEIVED BENEFITS AND DIFFICULTIES OF INQUIRY IN SCHOOLS. Journal of Baltic Science Education. 9(3). 6 indexed citations

14.

Mumba, Frackson, et al.. (2009). ELEMENTARY EDUCATION PRE-SERVICE TEACHERS’ ATTITUDE TOWARDS GRAPHS. Journal of Baltic Science Education. 8(3). 3 indexed citations

15.

Mumba, Frackson, Vivien Mweene Chabalengula, & William J. Hunter. (2009). CHEMISTRY TEACHING FELLOWS’ UNDERSTANDING OF THE NATURE OF SCIENTIFIC THEORIES AND LAWS. Journal of Baltic Science Education. 8(1). 4 indexed citations

16.

Chabalengula, Vivien Mweene, et al.. (2008). Curriculum and Instructional Validity of the Scientific Literacy Themes Covered in Zambian High School Biology Curriculum. The International Journal of Environmental and Science Education. 3(4). 207–220. 11 indexed citations

17.

Mumba, Frackson, Vivien Mweene Chabalengula, & William C. Hunter. (2007). INQUIRY LEVELS AND SKILLS IN ZAMBIAN HIGH SCHOOL CHEMISTRY SYLLABUS, TEXTBOOKS AND PRACTICAL EXAMINATIONS. Journal of Baltic Science Education. 6(2). 5 indexed citations

18.

Mumba, Frackson, Vivien Mweene Chabalengula, Cynthia J. Moore, & William J. Hunter. (2007). Mathematics and Science Teaching Fellows' Instructional Planning for K-12 Classrooms.. Science educator. 16(2). 38–43. 8 indexed citations

19.

Mumba, Frackson, et al.. (2006). Ethical and Educational Justification for Computer-Based Instructions: A Case of Simulations in Science Teaching. International journal of instructional media. 33(4). 405–414. 1 indexed citations

20.

Mumba, Frackson, Vivien Mweene Chabalengula, & William J. Hunter. (2006). A QUANTITATIVE ANALYSIS OF ZAMBIAN HIGH SCHOOL PHYSICS TEXTBOOKS, SYLLABUS AND EXAMINATIONS FOR SCIENTIFIC LITERACY THEMES. Journal of Baltic Science Education. 5(2). 5 indexed citations

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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