Meteorological education is gaining increasing ground in the school environment., bringing students tools and knowledge that allow them to interpret, observe, and understand atmospheric phenomena. Various initiatives in rural and urban schools have demonstrated the pedagogical value of weather stations as a teaching resource, not only to work in the area of science, but also to enhance learning interdisciplinary between mathematics and technology.
Collaboration between universities, teachers and public bodies This is enabling more and more educational centers to have their own weather stations. These initiatives not only facilitate the observation and recording of real-time climate data, but also foster a sense of belonging, scientific practice, and curiosity about the natural environment. In addition, they serve as an axis for the design of contextualized educational projects. and to promote active student participation.
Projects with local impact: experience in the Coquimbo Region
A prominent example of integration of the meteorological education in school is carried out by students of Pedagogy in Basic Education from the University of La Serena, who have installed a weather station at the Aurora School of Chile, in Ovalle. The objective of this project is to students have a practical tool to conduct climate measurements and observations, integrating natural science and mathematics content in a participatory manner. The initiative, promoted and funded by the university and the Department of Education, seeks to be replicated in other rural centers, strengthening the training of future teachers and the link between the university and the school community.
During the launch of the project, representatives of the university and the school highlighted the value of bringing science to students from remote areasFor the school principal, the weather station represents an opportunity to enrich the curriculum and motivate both scientific thinking and students' self-esteem. Furthermore, It is an action aligned with the approach of inclusive and comprehensive education which seeks to stimulate participation, curiosity and appreciation of the environment.
Citizen science and active learning in Argentina
Similar experiences have been developed in Lucio V. Mansilla schools, where the arrival of an automated weather station has been enthusiastically received by the entire educational community. The project, managed within the framework of the program Water School and the support of the Provincial Agency of Water Resources, involves teachers, students and technicians, consolidating a line of work that focuses on the citizen science.
Students from different courses work together to systematically observe and record the weather, using both established tools and low-cost resources, such as wind-measuring flags or rain gauges provided by the educational program. weather reports The reports they produce are regularly shared through a local radio station, thus making science and climate information accessible and socially useful. This collaboration with public and municipal agencies also reinforces a sense of responsibility and commitment to environmental care and water resources, which is especially relevant in environments where access to water is uneven.
Implementing these experiences in schools allows children and young people to develop scientific, social, and technological skills, fostering a proactive and participatory attitude toward the environment and climate change.
