| How Do Students Experience a Deprived Urban Area in Berlin? Empirical Reconstruction of Students’ Orientations | Laura LUBER, Janis FÖGELE, Rainer MEHREN | 500–532 |
| Implementation of Inquiry-Based Education in Geography Teaching – Findings about Teachers´Attitudes | Ivana TOMČÍKOVÁ | 533–548 |
| Teacher Candidates' Views about Land Art in Geographical Education | Cengiz KAYACILAR, Ayten KARACA | 549–583 |
| Students’ Perceptions about the Use of Minimalist Robotic Games in Geography Education | Soon Sıngh BIKAR, Sabariah SHARİF, Rosy TALIN, Balan RATHAKRISHNAN | 584–595 |
| An Investigation of The Relationship Between Ecological and Materialistic Values of Turkish Teacher Candidates | Nevin ÖZDEMİR | 596–617 |
| Learning About Landslide Disaster Mitigation Based on a Role-Playing Method Assisted by the Disaster Education Pocket Book | Erni SUHARİNİ, Moh. BAHARSYAH | 618–638 |
| Geographical Education in Primary School Curriculum in Turkey Between 1923-2018 | Nihal YILDIZ YILMAZ, Ali MEYDAN | 639–663 |
| Interactive Geovisualizations (iGEO): A New Approach To Teaching And Learning Physical Geography | Ryan HEİNTZMAN | 664–683 |
| The Social-Constructivist Concept of Space in a German Geography Education Context: Status-quo and Potential | Günther WEİSS | 684–705 |
| Relationship Between the Attitudes of Pre-school Teacher Candidates Towards Environmental Issues and their Self-Efficacy Beliefs About Environmental Education | Nagihan TANIK ÖNAL | 706–727 |
| Why Study Geography? | David LAMBERT | 728–731 |