1.The effect of argumentation-based teaching performed for environment-energy issues on critical thinking of prospective classroom teachers

作　　者：Hamdi Karakaş ;Rabia Sarıkaya

出　　处：Ilköğretim-Online. 2020 ;19(1):366-383.doi:10.17051/ilkonline.2020.661855

出版社：Ilköğretim-Online

文章 ID：258457950

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2.Etkinlik Temelli Eğitimin Üstün Yetenekli Öğrencilerin Ekolojik Ayak İzi Farkındalığına Etkisi

作　　者：Hamdi KARAKAŞ ;Adem DOĞAN ;Rabia SARIKAYA

出　　处：Journal of Turkish Studies. 2016 ;11(3):1365-1386.doi:10.7827/TurkishStudies.8960

出版社：Turkish studies publisher

文章 ID：216724944

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3.A Metaphoric Study for Classroom Teacher Candidates in Socio-Scientific Issues Based Environmental Education Class: Nuclear Power Plant Example

作　　者：Hamdi Karakaş

出　　处：International Journal of Progressive Education. 2019 ;15(1):44-60.doi:10.29329/ijpe.2019.184.3

出版社：International Association of Educators

文章 ID：264095027

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4.Çevre-Enerji Konularına Yönelik Gerçekleştirilen Argümantasyon Temelli Öğretimin Sınıf Öğretmeni Adaylarının Argüman Oluşturabilmelerine Etkisi

作　　者：Hamdi KARAKAŞ ;Rabia SARIKAYA

出　　处：Pamukkale Universitesi Egitim Fakultesi Dergisi. 2020 ;(48):346-373.doi:10.9779/pauefd.524850

出版社：Pamukkale University

文章 ID：1026340382

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5.The effect of social skills-based activities on primary school students' critical thinking and empathic tendencies

作　　者：Hamdi Karakaş ;Merve Saygın

出　　处：International Journal of Curriculum and Instruction. 2021 ;13(3):2789-2812.

出版社：World Council for Curriculum and Instruction (WCCI)

文章 ID：1037444446

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