WEATHER STATION AS A DIDACTIC RESOURCE IN GEOGRAPHY TEACHING: PRACTICES AND LEARNING WITH WEATHER SHEETS AND CLIMOGRAPHS

Abstract

This study presents an experience report on the teaching of Climatology from a geographic perspective in Elementary Education, conducted at a municipal school in Brusque, Santa Catarina, with a focus on the use of an automatic weather station as a teaching resource. The proposal involved the collection, recording, and analysis of atmospheric data by students through weather observation sheets and Google Sheets, culminating in the creation of climograms and written reports. The practice allowed students to understand climatic variables temperature, precipitation, wind, humidity, atmospheric pressure, cloudiness, and cloud types  in a contextualized manner, relating the phenomena to the local geographic space and their daily lives. The experience contributed to the development of digital, analytical, and textual skills, as well as socio-emotional abilities such as cooperation, persistence, and autonomy. Teacher mediation was fundamental in guiding the process, overcoming challenges related to the use of digital technologies, and ensuring student engagement. The study demonstrates that the integration of direct observation, data analysis, and digital tools promotes meaningful learning, articulating theory and practice, and reinforces the importance of active and contextualized methodologies in Geography education. The experience suggests that the use of weather stations can enhance student protagonism and strengthen the understanding of climatic phenomena in school contexts.