| Comparative Analysis of the Quality of Visuals in Geography Textbooks for ISCED 1 and ISCED 2 Levels of Education | Petr TRAHORSCH,Jan D. BLAHA,Vlastimil CHYTRY | 264–283 |
| Differences between Dyslexic and NonDyslexic Students in the Performance of Spatial and Geographical Thinking | Aikaterini KLONARI,Anthoula STYLIANI PASSADELLI | 284–303 |
| Professional and Pedagogical Competencies of Geography Teachers in Malaysia | Mahat HANIFAH,Hashim MOHMADISA,Saleh YAZID,Nayan NASIR,Norkhaidi Saiyidatina BALKHIS | 304–318 |
| Peer Assessment and Active Learning Experiences of Social Studies Teacher Candidates | İrem NAMLI ALTINTAŞ,Hüseyin KARAASLAN | 319–345 |
| Examination of Prospective Teachers’ Perceptions of Homeland: A Phenomenological Study | Yavuz DEĞİRMENCİ | 346–360 |
| Map Skills in Education: A Systematic Review of Terminology, Methodology and Influencing Factors | Lenka HAVELKOVA,Martin HANUS | 361–401 |
| Small-Group Work and Relational Thinking in Geographical Mysteries: A Study in Dutch Secondary Education | Jan KARKDIJK,Wilfried ADMIRAAL,Joop VAN DER SCHEE | 402–425 |
| Using UNESCO World Heritage Site of Vlkolínec (Slovakia) in Geographical Education | Iveta RAKYTOVA,Ivana TOMCIKOVA | 426–446 |
| An Evaluation of Social Studies Textbooks in Turkey: A Content Analysis for Curriculum and Content Design | Necati TOMAL,Murat Bayram YILAR | 447–457 |
| High School Students’ Views and Attitudes towards Geography Courses in Turkey | Erol SÖZEN | 458–478 |