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Abstract
A water education questionnaire was developed to assess elementary educators' knowledge of 22 water topics, the priority given to each topic in their curricula and the types of incentives needed for water topics to be included in them. A total of 450 educators completed the questionnaire. The results indicate that educators perceived that they had adequate knowledge for relatively few water topics and failed to give these topics priority in their curricula. The need for development of an elementary water curriculum accompanied by intensive workshops with follow-up is indicated.