Water cycle and education in Spain: an evaluation of teaching materials

Abstract

 This article analyses how knowledge of the water cycle, through educational materials and current programmes, impacts on the environmental perception and sense of territorial belonging of children aged 6 to 12 in Primary Education. Through a documentary review and analysis of educational programmes, various sources, such as textbooks and online resources, are examined. The results reveal that well-designed pedagogical approaches not only improve understanding of the water cycle, but also strengthen the emotional bond with the environment. However, their effectiveness varies between rural and urban contexts. The originality of the study lies in the evaluation of educational programmes and their influence on territorial perception. The main limitations include the reliance on secondary data and the possible lack of updating of the reviewed studies. The need for educational approaches adapted to specific contexts to optimise learning is highlighted.