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); Arkansas Department of Education (2011–2025); Norristown State Hospital (1989); California Southern University (1996–2006); Health Affairs (2015–2017); Vitenparken (2012); S.P.E.C.I.E.S. (2012–2018); University College London (2020); Texas A&M University (2020)
Faculty Researcher
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Biography and Research Information
OverviewAI-generated summary
William F. McComas's research program investigates science teaching and learning, with a focus on the nature of science (NOS) and effective pedagogical approaches. He has explored teachers' perceptions of NOS concepts in early elementary education and proposed frameworks for understanding empirical research on the nature of science. His work also examines the role of history of science in biology education and considers insights from curriculum studies to inform science instruction design. McComas has also investigated interdisciplinary approaches to gifted science instruction.
He is a recipient of a National Science Foundation (NSF) grant totaling $1,444,960 for the "Enhancement of STEM Teacher Agency Through Authentic Experiences in Mathematics and Science," where he serves as Principal Investigator (PI). McComas has published extensively, with 206 total publications and over 11,000 citations, reflected in an h-index of 34. His recent publications span topics from meta-syntheses of literature on NOS instruction to the impact of active learning in university physiology courses and the historical use of science history in teaching biology.
Metrics
- h-index: 34
- Publications: 209
- Citations: 11,254
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
- 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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