Cultural perceptions of the environment bring us back to elements and factors guided by “natural” cause-effect principles. It seems that academic education has had little effect on the manner and results of learning about changes in the local landscape, especially as regards rational explanations. There is considerable difficulty relating academic concepts about the climate to transformations in the environmental landscape. Teaching tasks are mediatized due to the use of rigorous and precise concepts which facilitate functional and satisfactory learning. This is the objective of the research this article aims to undertake, for which we have chosen the case of Ontinyent (Spain). This research will include two parts: the first aims to identify problems in geographical education of the climate, and the second applies to didactic suggestions for improvement. Methodologically, this study involves qualitative, non-experimental, research-oriented toward change, which purports to understand the educational reality. Our sample included a total of 431 students. Moreover, a semi-structured interview, conducted with teachers in schools and universities in Ontinyent, was organized. Fourteen teachers were interviewed, including two who participated as research professors in the action-research method. The study revealed that students’ conceptual and stereotypical errors, in the different educational stages, vary according to the type (climate, weather, climate change, landscape) and stage (Primary, Secondary, University). They are persistent and continuous, given that they are repeated and appear anchored in the ideas and knowledge development of students regarding the problems and the study of the climate throughout their education.

对环境的文化观念使我们回到以“自然”因果原则为指导的要素和因素。看来，学术教育对了解当地景观变化的方式和结果几乎没有影响，特别是在理性解释方面。将有关气候的学术概念与环境景观的变化联系起来相当困难。由于使用了严格而精确的概念，因此促进了功能性和令人满意的学习，因此对教学任务进行了中介。这是本文旨在进行的研究的目的，为此我们选择了Ontinyent（西班牙）的案例。这项研究将包括两个部分：第一个目标是确定气候地理教育中的问题，第二个适用于改进的教学建议。从方法上讲，这项研究涉及定性的，非实验性的，以研究为导向的变革，旨在理解教育的现实。我们的样本总共包括431名学生。此外，还组织了一次对Ontinyent的学校和大学的老师进行的半结构化访谈。采访了14名教师，其中2名以研究教授的身份参加了行动研究方法。研究表明，在不同的教育阶段，学生的概念和陈规定型错误会根据类型（气候，天气，气候变化，景观）和阶段（小学，中学，大学）而有所不同。它们是持续不断的，