Robert Campbell has ten years of teaching experience working in secondary schools in Greater London. Before joining St Mary's, he was head of chemistry in a variety of schools since 2013.
He completed his Master's in science education on "How do students justify their suggested organic mechanisms" in 2016. He is currently a lecturer on the PG science and BA primary science courses. His teaching duties include the development of trainee teachers' subject knowledge, visiting trainees on school placements and tutoring on subject knowledge enhancement courses.
My research interests focus on the role of scientific knowledge within a wider curriculum. I am particularly interested in supporting trainee and early career teachers to develop an understanding of the type of questions science can answer and the role of scientific knowledge in questions that are multidisciplinary.
My current research focuses on whether introducing collaborative sessions in initial teacher training support trainee and early career teachers appreciate what makes scientific knowledge distinctive, alongside developing an appreciation of the strengths and limitations of scientific knowledge when responding to real-world problems.
Recent research projects
How do trainee science teachers justify their use of models in teaching science?
- Billingsley, B., Campbell, R and Dell, M (2020) Epistemic insight promoting collaborative teaching between science and RE teachers. School science review, 102(379), pp.54-58
- Doherty S, Knight JG, Rath RK, Clegg W, Harrington RW, Newman CR, Campbell R, Amin H. (2005) Ruthenium complexes of six-electron-donor NUPHOS-Type diphosphines: Highly selective catalysts for the hydrocarboxylation of terminal alkynes. Organometallics 24(11), 2633-2644
June 2019: How do trainee science teachers justify their use of models in teaching science? Poster Presentation Gordon's Chemistry education research conference. Lewiston Maine
January 2019: RSC Chemistry education research group fellow presentation. Association for Science Education conference. Birmingham UK.
September 2018: Using flipped videos to support GCSE students answers to exam questions on required practicals. European conference in chemistry education. Warsaw Poland.
- August 2016: How do A-level students justify A-level organic mechanisms? Variety in chemistry and physics higher education conference Southampton UK.