Frackson Mumba

Research: Frackson Mumba’s research is on science teacher professional knowledge, focusing on three areas: (a) Inquiry science instruction, (b) Engineering design integrated science (EDIS) instruction, and (c) Language- and Literacy- integrated science (LLIS) instruction. Mumba studies teachers’ understanding of these types of instructions, their instructional practices, the impact on student learning, and how these three instructions are represented in science curriculum materials. These three research areas are aligned with the national science education reforms, and respond to key issues in STEM education. Through his research and that of others, Mumba learns what teachers know, do not know, and need to know for them to provide effective science instruction, and subsequently promote student learning.

Outcomes: Mumba’s research work has resulted in 62 publications, 5 book chapters, 265 presentations at the national and international conferences, and 20 invited talks. His research papers have been published in top peer-reviewed STEM education journals that have high impact factors and low acceptance rates such as: Chemical Education: Research and Practice (CERP);Science Education; Journal of Research in Science Teaching (JRST); Research in Science Education (RISE); Journal of Science Education and Technology; International Journal of Science Education; Journal of Chemical Education (JCE); Journal of Science Teacher Education; International Journal of Engineering Education; Science & Education; and International Journal of Science and Mathematics Education.

Funding: Mumba has received $13 million from the federal and state funding agencies for research and training projects. Most of his funding is from the National Science Foundation.

Awards & Recognition: Mumba has received competitive awards including a Fulbright US Scholar Fellowship, Outstanding Faculty Research Award at SIUC, Wits-Carnegie Diaspora Fellowship in South Africa, and Outstanding Doctoral Student Award at ISU. His Fulbright scholarly work was recognized by the United States Senate through Senator Mark Warner’s office. Mumba’s research work on engineering in science teacher education was recognized by the American Association for the Advancement of Science (AAAS) in its April and May 2025 newsletters.

Contribution: Mumba’s research on inquiry has contributed to literature on teachers’ inquiry skills, and has enabled the science education community to be aware of the representation of inquiry in curriculum materials and science practitioner journals that continue to serve as sources of inquiry activities for teachers. His research on engineering in teacher education has provided empirical evidence on how to effectively integrate engineering design in pre-service science teacher education, and the impact on pre-service science teachers and students in schools. Additional contributions are: the development of a model for integrating engineering design in science teacher education, and demonstrating its efficacy through empirical studies that have been published in peer-reviewed journals and presented at the national and international conferences; and the systematic review of studies on Engineering design in science teacher education. Mumba and his colleagues have developed and published templates for creating EDIS units and lessons, and the actual EDIS units that are available to others. Also, Mumba and his colleagues have contributed to the emerging literature on preparing secondary science preservice teachers to teach in linguistically diverse classrooms, factors that affect the uptake of LLIS lessons in schools, and the development of the instructional framework and templates for others to use in their LLIS instruction.

Ed.D., Illinois State University, 2005
M.Sc., Witwatersrand University, 2001
B.Sc., University of Zambia, 1993

Curriculum Vitae