Emeritus Professor
Campbell McRobbie

2013

• Thomas, G. & McRobbie, C. (2013). Eliciting metacognitive experiences and reflection in a year 11 chemistry classroom: An activity theory perspective. Journal of Science Education and Technology, 22(3), 300–313. https://eprints.qut.edu.au/51606

2012

• McDonald, C. & McRobbie, C. (2012). Utilising argumentation to teach nature of science. In Tobin, K. G., Fraser, B. J. & McRobbie, C. J. (Eds.), Second International Handbook of Science Education [Volume 24: Springer International Handbooks of Education] (pp. 969–986). Springer. https://eprints.qut.edu.au/49573
• Fraser, B., Tobin, K. & McRobbie, C. (2012). Second International Handbook of Science Education [Springer International Handbooks of Education, Volume 24]. Springer.

2007

• Norton, S., McRobbie, C. & Ginns, I. (2007). Problem solving in a middle school robotics design classroom. Research in Science Education, 37(3), 261–277. https://eprints.qut.edu.au/28616

2006

• Stavy, R., Babia, R., Tsamir, P., Tirosh, D., Lin, F. & McRobbie, C. (2006). Are Intuitive Rules Universal? International Journal of Science and Mathematics Education, 4(3), 417–436. https://eprints.qut.edu.au/21907

2005

• McDougall, M., Nason, R. & McRobbie, C. (2005). Growth of Teacher Knowledge: The Promise of CSCL. AARE 2004, Doing the Public Good: Positioning Education Research, 1–20. Australian Association for Research in Education. https://eprints.qut.edu.au/985
• Ginns, I., Norton, S., McRobbie, C. & Davis, R. (2005). Can Twenty Years of Technology Education Assist 'Grass Roots' Syllabus Implementation? PATT-15 Conference Proceedings: Technology Education and Research: Twenty Years in Retrospect, 1–17. International Technology Education Association. https://eprints.qut.edu.au/24833
• Lloyd, M. & McRobbie, C. (2005). The Whole Approach: An investigation of a School-Based Practicum Model of Teacher Professional Development in ICT. Journal of Educational Computing Research, 32(4), 341–351. https://eprints.qut.edu.au/3552
• Ginns, I., Norton, S. & McRobbie, C. (2005). Adding Value to the Teaching and Learning of Design and Technology. International Journal of Technology and Design Education, 15(1), 47–60. https://eprints.qut.edu.au/22362

2004

• Norton, S., McRobbie, C. & Ginns, I. (2004). Student Approaches to Design in a Robotics Challenge. Learning for Innovation in Technology Education. Volume Three. Proceedings of the 3rd Biennial International Conference on Technology Education Research., 26–35. Griffith University. https://eprints.qut.edu.au/24241
• Norton, S., Ginns, I. & McRobbie, C. (2004). Using Activity Theory to Investigate the Influence of Teachers' Beliefs upon their Teaching of Science through Robotics. Research, Reform, Realise the Potential, 1–5. Australian Council for Computers in Education. https://eprints.qut.edu.au/25787
• Ginns, I., Norton, S. & McRobbie, C. (2004). What Professional Development Makes a Difference? Learning for Innovation in Technology Education. Proceedings of the 3rd Biennial International Conference on Technology Education Research Volume 2., 1–9. Griffith University. https://eprints.qut.edu.au/25196
• Ginns, I., McRobbie, C., Norton, S. & Davis, R. (2004). Perceptions of Curriculum Implementation Needs in Design and Technology. Learning for Innovation in Technology Education. Proceedings of the 3rd Biennial International Conference on Technology Education Research Volume 1, 210–218. Griffith University. https://eprints.qut.edu.au/23850
• Davis, R., McRobbie, C. & Ginns, I. (2004). The Narrative in Technology. Learning for Innovation in Technology Education, Volume One, 168–177. Griffith University. https://eprints.qut.edu.au/23896
• Hudson, P. & McRobbie, C. (2004). Designing, Implementing and Evaluating a Mentoring Intervention for Preservice Teachers of Primary Science. Proceedings of the 2004 Australian Teacher Education Association Conference. Making Spaces: Regenerating the Profession, 3–10. Australian Teacher Education Association. https://eprints.qut.edu.au/25701