Vivien Mweene Chabalengula
- Education top 5%
- Developmental and Educational Psychology top 10%
- Social Psychology
- General Agricultural and Biological Sciences top 10%
- Media Technology
- Co-authors
- Frackson MumbaMartie SandersWilliam J. HunterCynthia J. MooreKevin C. WiseWilliam C. HunterErin WilsonJennifer L. Chiu
- Topics
- Science Education and Pedagogy (17 papers)Education and Critical Thinking Development (8 papers)Educational Strategies and Epistemologies (7 papers)
- Cited by
- EducationDevelopmental and Educational PsychologyGeneral Agricultural and Biological Sciences
- Journals
- International Journal of Science EducationInternational Journal of Science and Mathematics EducationEurasia Journal of Mathematics Science and Technology Education
- Partner nations
- United StatesZambiaSouth Africa
In The Last Decade
Vivien Mweene Chabalengula
21 papers receiving 263 citations
Peers
Comparison fields: 5 of 45
- Education 258
- Developmental and Educational Psychology 104
- Social Psychology 24
- General Agricultural and Biological Sciences 18
- Media Technology 16
Countries citing papers authored by Vivien Mweene Chabalengula
This map shows the geographic impact of Vivien Mweene Chabalengula'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 Vivien Mweene Chabalengula with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Vivien Mweene Chabalengula more than expected).
Fields of papers citing papers by Vivien Mweene Chabalengula
This network shows the impact of papers produced by Vivien Mweene Chabalengula. 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 Vivien Mweene Chabalengula. The network helps show where Vivien Mweene Chabalengula may publish in the future.
Co-authorship network of co-authors of Vivien Mweene Chabalengula
This figure shows the co-authorship network connecting the top 25 collaborators of Vivien Mweene Chabalengula. A scholar is included among the top collaborators of Vivien Mweene Chabalengula 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 Vivien Mweene Chabalengula. Vivien Mweene Chabalengula is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Nature and extent of science and engineering practices coverage in K-12 engineering curriculum materials | 4 |
| 2 | Effect of Inquiry-Based Computer Simulation Modeling on Pre-service Teachers’ Understanding of Homeostasis and their Perceptions of Design Features | 0 |
| 3 | Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-Based Instruction in Inclusive Chemistry Classrooms. | 23 |
| 4 | Zambian Pre-Service Chemistry Teachers' Views on Chemistry Education Goals and Challenges for Achieving Them in Schools. | 0 |
| 5 | 5 | |
| 6 | Promoting Biological Knowledge Generation using Model-Based Inquiry Instruction | 4 |
| 7 | Inquiry-based science education: A scenario on Zambia's high school science curriculum | 15 |
| 8 | Teachers' Understanding of the Particulate Nature of Matter: The Case of Zambian Pre-Service Science Teachers. | 10 |
| 9 | Science Teachers Familiarity of and Interest in Computer Simulations, Animations, Visualization, Modeling and Virtual reality | 1 |
| 10 | 15 | |
| 11 | 42 | |
| 12 | RESIDENT SCIENTISTS’ INSTRUCTIONAL PRACTICE AND THEIR PERCEIVED BENEFITS AND DIFFICULTIES OF INQUIRY IN SCHOOLS | 6 |
| 13 | ELEMENTARY EDUCATION PRE-SERVICE TEACHERS’ ATTITUDE TOWARDS GRAPHS | 3 |
| 14 | CHEMISTRY TEACHING FELLOWS’ UNDERSTANDING OF THE NATURE OF SCIENTIFIC THEORIES AND LAWS | 4 |
| 15 | Curriculum and Instructional Validity of the Scientific Literacy Themes Covered in Zambian High School Biology Curriculum | 11 |
| 16 | INQUIRY LEVELS AND SKILLS IN ZAMBIAN HIGH SCHOOL CHEMISTRY SYLLABUS, TEXTBOOKS AND PRACTICAL EXAMINATIONS | 5 |
| 17 | Mathematics and Science Teaching Fellows' Instructional Planning for K-12 Classrooms. | 8 |
| 18 | 7 | |
| 19 | Ethical and Educational Justification for Computer-Based Instructions: A Case of Simulations in Science Teaching | 1 |
| 20 | A QUANTITATIVE ANALYSIS OF ZAMBIAN HIGH SCHOOL PHYSICS TEXTBOOKS, SYLLABUS AND EXAMINATIONS FOR SCIENTIFIC LITERACY THEMES | 5 |
About Vivien Mweene Chabalengula
Vivien Mweene Chabalengula is a scholar working on Developmental and Educational Psychology, Education and Architecture, having authored 25 papers that have together received 297 indexed citations. Recurring topics across this work include Science Education and Pedagogy (17 papers), Education and Critical Thinking Development (8 papers) and Educational Strategies and Epistemologies (7 papers). The work is most often cited by research in Education (258 citations), Developmental and Educational Psychology (104 citations) and General Agricultural and Biological Sciences (18 citations). Vivien Mweene Chabalengula has collaborated with scholars based in United States, Zambia and South Africa. Frequent co-authors include Frackson Mumba, Martie Sanders, William J. Hunter, Cynthia J. Moore, Kevin C. Wise, William C. Hunter, Erin Wilson, Jennifer L. Chiu and Mengxia Zhu. Their work appears in journals such as International Journal of Science Education, International Journal of Science and Mathematics Education and Eurasia Journal of Mathematics Science and Technology Education.
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.