Education:
PhD, Cornell University (learning, teaching and social policy with a focus on science teacher education)
MEd, Florida Atlantic University (curriculum and instruction)
BS, Spring Hill College (biology)

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Kimberly Fluet joined the Warner School faculty in 2009 as a visiting assistant professor teaching courses in the science teacher preparation program. Her research interests include middle school teachers' science identity development, pedagogical development of collegiate science faculty, pre-service teacher development of reflective abilities, and investigations of differences between expert and novice science teachers' understanding of how people learn.

Theoretical frames that influence her research include conceptual change learning theory, the impact of individual schemas (personal theories) for making sense of learning and teaching science, pedagogical content knowledge development, and the role of evidence in claim-making. She is also interested in how both pre-service and in-service science teachers respond to student misconceptions of scientific knowledge, framed by the conceptual change learning theory and teacher development literatures.

She previously taught high school biology in Fort Lauderdale, Fla. Her experiences as a secondary science teacher continue to strongly influence both her research and teaching.