William F. McComas
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Distinguished Professor
Also affiliated: University of Geneva (2020); University of Southern California (1992–2006); University of Iowa (2005); University College London (2020); Texas A&M University (2020)
Research Areas
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Biography and Research Information
OverviewAI-generated summary
William F. McComas's research focuses on science education, particularly concerning the nature of science. He has published extensively on this topic, with works addressing its role, character, and representation in science education standards and curriculum.
His publications include "The National Science Education Standards" and "Benchmarks for Science Literacy," both from 2013. Earlier works, such as "The nature of science in science education : rationales and strategies" (1998) and "The Nature of Science in Science Education: An Introduction" (1998), lay the groundwork for his continued investigation into how the fundamental principles of scientific inquiry are conveyed in educational settings. McComas also examines the principal elements of the nature of science and works to dispel common myths surrounding it.
McComas serves as the Principal Investigator on a National Science Foundation grant totaling $1,444,960, aimed at enhancing STEM teacher agency through authentic experiences in mathematics and science. His scholarship metrics include an h-index of 34, with over 210 publications and 11,272 citations, indicating significant contributions to his field. He is a Distinguished Professor at the University of Arkansas at Fayetteville and remains recently active in research.
Metrics
- h-index: 34
- Publications: 208
- Citations: 11,273
Positions
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Distinguished Professor 2018–presentUniversity of Arkansas Department of Curriculum and Instruction ORCID
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Parks Family Distinguished Professor of Science Education publications 2007–2026University of Arkansas Curriculum and Instruction ORCID
Selected Publications
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The Impact of Active Learning Instruction on Student Performance in a Large University Physiology Class (2026)
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Considering the Lessons of Curriculum Studies in the Design of Science Instruction: Varieties of Meaning and Implications for Teaching and Learning (2024)
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Crossing Discipline Boundaries in Gifted Science Instruction: Definitions, Considerations, and Challenges (2022)
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Early elementary (K‐4) teachers' perceptions of the developmental appropriateness, importance, and potential for classroom inclusion of key nature of science aspects (2022)
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Using Anecdotes from the History of Biology, Chemistry, Geology, and Physics to Illustrate General Aspects of Nature of Science (2020)
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Informal Learning Sites and Their Role in Communicating the Nature of Science (2020)
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Nature of Science in Science Instruction: Meaning, Advocacy, Rationales, and Recommendations (2020)
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Principal Elements of Nature of Science: Informing Science Teaching while Dispelling the Myths (2020)
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Exploring the Challenges and Opportunities of Theory-Laden Observation and Subjectivity: A Key NOS Notion (2020)
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Considering a Consensus View of Nature of Science Content for School Science Purposes (2020)
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Nature of Science and Classroom Practice: A Review of the Literature with Implications for Effective NOS Instruction (2020)
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A Typology of Approaches for the Use of History of Science in Science Instruction (2020)
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A Critique of “STEM” Education (2020)
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History of Science (HOS) as a Vehicle to Communicate Aspects of Nature of Science (NOS): Multiple Cases of HOS Instructors’ Perspectives Regarding NOS (2019)
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Instructors’ Rationales and Strategies for Teaching History of Science in Preservice Settings (2019)
Federal Grants 1 $1,444,960 total
Enhancement of STEM Teacher Agency Through Authentic Experiences in Mathematics and Science
Collaboration Network
Top Collaborators
- The Nature of Science and the Next Generation Science Standards : Analysis and Critique
- Nature of Science and Classroom Practice: A Review of the Literature with Implications for Effective NOS Instruction
- History of Science (HOS) as a Vehicle to Communicate Aspects of Nature of Science (NOS): Multiple Cases of HOS Instructors’ Perspectives Regarding NOS
- Instructors’ Rationales and Strategies for Teaching History of Science in Preservice Settings
- Using the History of Biology, Chemistry, Geology, and Physics to Illustrate General Aspects of Nature of Science
- Charles Darwin and Evolution: Illustrating Human Aspects of Science
- Using Anecdotes from the History of Biology, Chemistry, Geology, and Physics to Illustrate General Aspects of Nature of Science
- Considering Grand Challenges in Biology Education: Rationales and Proposals for Future Investigations to Guide Instruction and Enhance Student Understanding in the Life Sciences
- Informal Learning Sites and Their Role in Communicating the Nature of Science
- Nature of Science in Science Instruction: Meaning, Advocacy, Rationales, and Recommendations
- Nature of Science and Classroom Practice: A Review of the Literature with Implications for Effective NOS Instruction
- The Effects of Inquiry Teaching on Student Science Achievement and Attitudes: Evidence from Propensity Score Analysis of PISA Data
- Analysis of Nature of Science Included in Recent Popular Writing Using Text Mining Techniques
- Considering Grand Challenges in Biology Education: Rationales and Proposals for Future Investigations to Guide Instruction and Enhance Student Understanding in the Life Sciences
- Considering Grand Challenges in Biology Education: Rationales and Proposals for Future Investigations to Guide Instruction and Enhance Student Understanding in the Life Sciences
- Considering Grand Challenges in Biology Education: Rationales and Proposals for Future Investigations to Guide Instruction and Enhance Student Understanding in the Life Sciences
- Considering Grand Challenges in Biology Education: Rationales and Proposals for Future Investigations to Guide Instruction and Enhance Student Understanding in the Life Sciences
- Considering Grand Challenges in Biology Education: Rationales and Proposals for Future Investigations to Guide Instruction and Enhance Student Understanding in the Life Sciences
- Considering Grand Challenges in Biology Education: Rationales and Proposals for Future Investigations to Guide Instruction and Enhance Student Understanding in the Life Sciences
- Instructors’ Rationales and Strategies for Teaching History of Science in Preservice Settings
- A Critique of “STEM” Education
- Early elementary (K‐4) teachers' perceptions of the developmental appropriateness, importance, and potential for classroom inclusion of key nature of science aspects
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