Vivien M Chabalengula

Vivien M. Chabalengula

  • Professor of Education, General Faculty

Office Location

Bavaro Hall 218H
PO Box 400277
417 Emmet Street S
Charlottesville, VA 22903


Vivien Chabalengula has taught high school biology and chemistry, as well as university-level science education courses in Zambia and the United States. 

Chabalengula recently developed a five-course sequence for science education, which engages students with the theoretical and practical implications of the following topics: current science trends and issues that impact student learning, instructional practices and science education policies, science inquiry models and technologies that impact student engagement, concept understanding and knowledge application, science curriculum design approaches for diverse learners and multicultural science learning contexts. The culminating course in this sequence is designed to help students become a generation of science education leaders who can articulate, design, and implement evidence-based, process-specific best practices including diversity and equity in science education settings.

Chabalengula’s research work has been presented at numerous science education conferences and published in several international and national science education journals and in edited book chapters. She is also involved in several federally funded and university-based grants aimed at advancing scientific literacy, in various capacities including principal investigator, co-principal investigator, program evaluator, or research associate.


Ed.D., Illinois State University, 2006
M.Sc., Witwatersrand University, 2001
B.Sc., University of Zambia, 1998

Curriculum Vitae



  • Promotion of scientific literacy (SL) among students of all cultural backgrounds
  • Investigations on students’ understanding of scientific concepts
  • Analyses and design of science curriculum materials for integrations of scientific literacy themes, STEM concepts, science and engineering practices, and multicultural science education contexts
  • Examining/evaluating contemporary science teaching/learning strategies including integrated inquiry and engineering design, modeling, and computer simulations