Interdisciplinary PhD in Mathematics and Science Education

Dr. Stephon A. Bartos
Assistant Professor
Education Leadershipsbartos

Phone: (615)  898-2331
Fax: (615) 898-2859
Office Location:
College of Education 378

Ph.D., Illinois Institute of Technology, Science Education, 2013
M.A., Indiana Wesleyan University, Education, 2005
B.S., Purdue University, Mathematics Education, 1996

Developing teachers' and learners' conceptions of nature of science (NOS) and scientific inquiry (SI).
Examining questions related to teachers' and learners' conceptions of their subject matter (i.e., their subject matter knowledge structures), both for their tradition subject matter and for NOS and SI, in addition to questions related to the general development of teachers' pedagogical content knowledge (PCK).


  • Lederman, N.G., Bartos, S.A., & Lederman, J.S. (In Press). The development, use, and interpretation of nature of science assessments. In M. Mathews (Ed.), International Handbook of Research in History and Philosophy for Science and Mathematics Education.
  • Bartos, S.A., Lederman, N.G., & Lederman, J.S. (In Press). Teachers' reflections on their subject matter knowledge structures and their influence on classroom practice. School Science & Mathematics.
  • Lederman, J.S., Lederman, N.G., Bartos, S.A., Bartels, S.A., Antink Meyer, A., & Schwartz, R. (2014). Meaningful Assessment of Learners' Understandings about Scientific Inquiry – The Views About Scientific Inquiry (VASI) Questionnaire. Journal of Research in Science Teaching, 51(1), 65-83.
  • Lederman, J.S., Bartos, S. A., & Bartels, S.L. (2013). The influence of pre-service teachers on mentor teachers' understandings of and instruction for nature of science. Science Teacher Education, 67, 29-46.
  • Lederman N.G., Antink, A., & Bartos, S. (2012). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A Pathway to developing a scientifically literate citizenry. Science & Education. DOI 10.1007/s11191-012-9503-3
  • I have also presented papers at the meetings of the National Association of Research in Science Teaching (NARST), Association of Science Teacher Educators (ASTE), American Educational Research Association (AERA), European Science Education Research Association (ESERA), National Science Teachers' Association (NSTA), World Healing Society, Physics Education Research Group, and the Southern African Association for Research in Mathematics, Science, and Technology Education (SAARMSTE)