Areas of Expertise
Ph.D. Education (science)
University of Durham
Mississippi State University
M.Ed. Elementary Education
B.A. Elementary and Special Education
Dr. Kim Cheek is a native of Pennsylvania but has lived in a variety of places inside the U.S. and overseas. She has a Ph.D. in science education from Durham University in the UK., as well as masters’ degrees in elementary education and geoscience. Kim has 11 years of full-time teaching experience as an elementary and middle school classroom teacher and an elementary special education teacher. At UNF, Kim teaches STEM methods courses for elementary and early childhood majors.
Her research interests include how spatial, temporal, and numeric thinking impact science learning, teaching for conceptual understanding in science, model-based reasoning, and differentiated instruction as a means to further participation of underrepresented populations in STEM. Kim has conducted research both within and outside the US.
Phi Beta Kappa
National Science Teachers Association
National Association of Geoscience Teachers
Geological Society of America
National Council of Teachers of Mathematics
Council for Elementary Science International
Grants and Contracts Awarded
2016 Spatial and Temporal Scale in K-8 Science Standards and Textbooks, UNF Academic Affairs Scholarship Faculty Development Grant
2012-2013 COEHS Faculty Support Grant
Publications & Presentations
Cheek, K. (in press). Do Indonesian children’s experiences with large currency units facilitate magnitude estimation of long temporal periods? Research in Science Education.
Cheek, K.A. (in press). Chapter 14: Processes shaping the Earth in Rillero, P. (ed.). Mastering science content for middle school teaching and the NES general science exam.
Lukes, L.A., LaDue, N.D., Cheek, K.A., Ryker, K., & St. John, K. (2015). Creating a community of practice around geoscience education research: NAGT-GER. Journal of Geoscience Education, 63(1), 1-6, doi: http://dx.doi.org/10.5408/1089-9995-63.1.1.
Cheek, K. (2013). How geoscience novices reason about temporal duration: The role of spatial thinking and large numbers. Journal of Geoscience Education. 61, 334-348.
Cheek, K.A. (April/May 2013). Washed away! Science and Children. 50(8), 52-56.
Cheek, K.A. (2013). Exploring the relationship between students’ understanding of conventional time and geologic time. International Journal of Science Education. 35(11), 1925-1945. doi: 10.1080/09500693.2011.587032.
Cheek, K.A. (2012). Students’ understanding of large numbers as a key factor in their understanding of geologic time. International Journal of Science and Mathematics Education. 10(5), 1047-1069. doi: 10.1007/s10763-011-9312-1.
Cheek, K.A. (2010). A summary and analysis of twenty-seven years of geoscience conceptions research. Journal of Geoscience Education, 58, 122-134.
See CV for full list of publications and presentations.