Dr. Stephon A. Bartos
Phone: (615) 898-2331
Fax: (615) 898-2859
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
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)