1. Gkitsas, S., Mpara, E.-Z., Panatsa, V.-M., Tassopoulou, S. Malandrakis, G. (2017). Exploring pre-service teachers’ understanding of urban social sustainability through the analysis of their concept maps. Science Education: Research and Praxis, Special Issue, (Διδασκαλία των Φυσικών Επιστημών: Έρευνα & Πράξη), 61, 24-36. ISSN: 1792-3166. Available online at http://pc204.lib.uoi.gr/serp/index.php/serp/article/viewFile/220/316.
  2. Vasiloudi, A., Soudi, A., Malandrakis, G., & Spyrtou, A. (2017). Student-teachers’ actions towards social urban sustainability: The development of an analysis framework. Science Education Research and Praxis, Special Issue, (Διδασκαλία των Φυσικών Επιστημών: Έρευνα & Πράξη), 61, 37-48. ISSN: 1792-3166 Available online at http://pc204.lib.uoi.gr/serp/index.php/serp/article/viewFile/221/317.
  3. Skamp, K., Boyes, E., Stanisstreet, M., Rodriguez, M., Malandrakis, G., Fortner, R., Kilinc, A., Taylor, N., Choker K., Dua S., Ambusaidi, A., Cheong, I., Kim, M., Yoon, H. (2017). Renewable and nuclear energy: An international study of students’ beliefs about, and willingness to act, in relation to two energy production scenarios. Research in Science Education. doi: 10.1007/s11165-017-9622-6. Online first at http://www.springer.com/-/4/AV1IW3472Z5C3c779Bc6
  4. Stokas, D., Strezou, H., Malandrakis, G.,* Papadopoulou, P., (2017). Greek primary school children’s representations of the urban environment as seen through their drawings. Environmental Education Research, 23(8), 1088-1114. doi: 10.1080/13504622.2016.1219316. Availabe online at http://www.tandfonline.com/doi/full/10.1080/13504622.2016.1219316.
  5. Liampa, V. Malandrakis, G.,* Papadopoulou, P. Pnevmatikos, D., (2017). Undergraduate Primary Teachers’ Understanding of Ecological Footprint: Using a three tier diagnostic test to assess their alternative conceptions. Research in Science Education. doi: 10.1007/s11165-017-9643-1. Online first at https://link.springer.com/content/pdf/10.1007%2Fs11165-017-9643-1.pdf.
  6. Malandrakis, G. (2017). Influencing Greek pre-service teachers’ efficacy beliefs and self-confidence to implement the new ‘Studies for the Environment’ curricula. Environmental Education Research. doi: 10.1080/13504622.2016.1272672. Online first http://www.tandfonline.com/doi/full/10.1080/13504622.2016.1272672.
  7. Καριώτογλου, Αυγητίδου, Σ., Π., Δημητριάδου, Μαλανδράκης, Γ. Α., Παπαδοπούλου, Π., Πνευματικός, Δ., και Σπύρτου, Α. (2017). Το επιμορφωτικό πρόγραμμα STED (Science Teachers EDucation): Θεωρητική Τεκμηρίωση και Εφαρμογή. Επιστήμες Αγωγής, Θεματικό Τεύχος 2016, 5, 96-122.
  8. Malandrakis, G., Karagianni, A., Pani, D., (2016). Student-Teachers’ Verbal Communication Patterns During Their Teaching Practice in ‘Studies For The Environment’ Subject in Greek Primary Schools. European Journal of Teacher Education, 39(4), 491-506. doi: 10.1080/02619768.2016.1225716. Available online at http://www.tandfonline.com/doi/full/10.1080/02619768.2016.1225716.
  9. Malandrakis, G., and Chatzakis, S. (2014). Environmental attitudes, knowledge and alternative conceptions of Greek primary school children in Greece. Applied Environmental Education and Communication, 13, 15-27. DOI: 10.1080/1533015X.2014.915184
  10. Ambusaidi, A., Malandrakis, G., Kilinc, A., Stanisstreet, M., Boyes, E., Taylor, N., (2014). Omani School and University Students’ Opinions about Public Transport: Incentives and Disincentives. Economic and Environmental Studies, 14(2): 97-123.
  11. Boyes, E., Stanisstreet, M., Skamp, K., Rodriguez, M., Malandrakis, G., Fortner, R., Kilinc, A., Taylor, N., Chhokar, K., Dua, S., Ambusaidi, A. Cheong, I., Mijung, K., and Yoon, H-G (2014). An international study of the propensity of students to limit their use of private transport in light of their understanding of the causes of global warming. International Research in Geographical and Environmental Education, 23(2): 142-165. doi:10.1080/10382046.2014.891425
  12. Kılınç A., Malandrakis, G., Seymen, H., Boyes E., and Stanisstreet, M., (2013). Vehicles for Education: Turkish Students’ Opinions about Public Transport. International Journal of Environmental and Science Education, 8: 479-500. doi: 10.12973/ijese.2013.217a
  13. Malandrakis, G., Boyes, E., and Stanisstreet, M., (2011). Global warming: Greek students’ belief in the usefulness of pro-environmental actions and their intention to take action. International Journal of Environmental Studies, 68(6), 947-963. doi: 10.1080/00207233.2011.590720
  14. Rodríguez, M., Boyes, E., Stanisstreet, M., Skamp, K., Malandrakis, G., Fortner, R., Kilinc, A., Taylor, N., Chhokar, K., Dua, S., Ambusaidi, A., Cheong, I., Mijung, K., and Hye-Gyoung, Y., (2011). Can Science Education Help to Reduce Global Warming? An International Study of the Links between Students’ Beliefs and Their Willingness to Act. The International Journal of Science in Society, 2(3), 89-100.
  15. Malandrakis, G. (2011). Aspects of children’s conceptual understanding through the use of language and terminology. School Science Review, 92(340), 125-131.
  16. Malandrakis, G. (2008). Children’s Understanding Related to Hazardous Household Items and Waste. Environmental Education Research, 14(5), 579-601. doi: 10.1080/13504620802465046
  17. Malandrakis, G. (2007). Children’s ideas about commercial electricity generation. School Science Review, December, 89(327), 45-52.
  18. Malandrakis, G. (2006). Learning pathways in environmental science education: the case of hazardous household items. International Journal of Science Education, 28(14), 1627-1645.  doi: 10.1080/09500690600560738.
  19. Μαλανδράκης, Γ. (1998). Ιδέες-αντιλήψεις των παιδιών σχετικά με τις αιτίες, συνέπειες και τρόπους αντιμετώπισης της θαλάσσιας ρύπανσης: Μια ποσοτική προσέγγιση. Παιδαγωγική Επιθεώρηση, 27/98, σσ.223-250.