Abstract
Abstract. Thermodynamics and electricity are parts of the 10th grade physics curriculum in Romania, but the exciting questions of atmospheric physics and meteorology could be answered if we organize special activities. Linking these topics, educators can create many interesting learning opportunities and try new ways of teaching. This paper is based on a school project and experiment that were used during the last school years in the classroom learning and practical outdoor activities with the Science Club students. The aim of the project is to build a device to measure atmospheric climate variables (e.g. air temperature, air pressure, humidity) and to demonstrate and explain some weather phenomenon. The observations are stored in a database, the data archive and visualization of the data are accessible through a webpage. Students from other schools can get involved in the measurements with their own built devices and can upload their own measurement data to the common database, so we could create a weather map for schools. The whole system is planned as a network of minimeteo stations for students.
Highlights
Learning and studying about the atmosphere, weather, climate change or the greenhouse effect are important elements of environmental education in schools
The Romanian school curriculum (Programa de Fizica pentru gimnaziu, 2017) is incomplete in terms of meteorology or climate issues, it introduces only a few basic concepts without any explanation; and it does not deal with the theoretical background of the meteorological phenomena
In Hungary the atmospheric physics is an inherent part of the curriculum of physics, geography and environmental science (Nemzeti Alaptanterv, 2012)
Summary
Learning and studying about the atmosphere, weather, climate change or the greenhouse effect are important elements of environmental education in schools. The question of the climate change and sustainable development are important area of the teaching of scientific thinking and the education of socially sensitive citizens (Király et al, 2019). These contents have mostly a descriptive character and the deeper physical reasoning is missing. In spite of the different syllabuses students are curious about the causes of the observed phenomena They should be properly taught to understand their effects in everyday life. Király: How to build a mini meteorological station for your school?
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