Campbell McRobbie

I began a program of collaborative research with Cam McRobbie at QUT in 1993 when I first visited the University to undertake on-site research at Kelvin Grove high school and another nearby high school which there was a high proportion of Chinese immigrants. In a context of the teaching and learning of physics and chemistry we were interested in sociocultural factors including English imperialism, stereotype threat, and ongoing research on beliefs and metaphors as they related to the teaching and learning of science. I returned for follow-up intensive research in 1995 and have continued my collaborative work until the present time. The following publications were associated with this ongoing collaboration.

Bleicher, R., Tobin, K., & McRobbie, C. (2003). Opportunities to talk science in a high school chemistry classroom. Research in Science Education, 33, 319-339.

Tobin, K., & McRobbie, C. (1999). Perspectives on the adequacy of teacher re-presentations of knowledge of electrochemistry. In J. Gess Newsome, & N. Lederman Pedagogical content knowledge and the teaching of science (pp. 215-234). The Netherlands: Kluwer.

Tobin, K., & McRobbie, C. (1997). Beliefs about the nature of Science and the enacted science curriculum. Science and Education, 6, 355-371.

McRobbie, C., & Tobin, K. (1997). A social constructivist perspective on learning environments International Journal of Science Education, 19, 193-208.

Tobin, K., McRobbie, C.J., & Anderson, D. (1997). Dialectical constraints to the discursive practices of a high school physics community. Journal of Research in Science Teaching 34, 491-507.

Tobin, K., & McRobbie, C.J. (1996). Cultural myths as restraints to the enacted science curriculum. Science Education, 80, 223-241.

Tobin, K., & McRobbie, C. (1996). Significance of limited English proficiency and cultural capital to the performance in science of Chinese-Australians. Journal of Research in Science Teaching, 33, 265-282.

McRobbie, C.J., & Tobin, K. (1995). Restraints to reform: The congruence of teacher and student actions in a chemistry classroom. Journal of Research in Science Teaching, 32, 373-385.

My recollection is that I was introduced to Cam, as a potential colleague, by Barry Fraser. He had already established collaborative relationships with Cam and was working with him to develop the science education programs at QUT. Prior to my first visit to QUT there was a faculty opening that Cam encouraged me to apply for. At the time it was not convenient to return to Australia, however Cam's initial overture for me to consider this position catalyzed an ongoing collaborative relationship and an adjunct appointment at the University. It is fitting in many ways that when Barry Fraser and I revised the International Handbook of Science Education we included Cam McRobbie as coeditor on the second edition.

Fraser, B. J., Tobin, K. G., & McRobbie, C. J. (Eds). (2012). Second international handbook of science education. Dordrecht: Springer.

Kenneth Tobin 2015