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In this article, we present the results of an implementation of a teaching–learning sequence that offered the opportunity to increase preservice elementary teachers’ engagement with authentic activities in meteorology. In particular, we describe the results of a teaching–learning sequence with regard to the representation of winds on weather maps implemented by preservice elementary teachers using collaborative and technologically supported inquiry-based learning activities. Data for this study were collected from classroom observations, pre- and posttest questionnaires, worksheets, and audiotapes of semistructured interviews. The results showed that preservice elementary teachers improved in their ability to recognize specific symbols of wind, to assign wind direction and wind speed on weather maps, to interpret the closeness of isobars, and to implement the clockwise rule in order to assign wind direction around a barometric pressure system. However, the preservice elementary teachers had difficulties transferring knowledge gained in practical situations because of problems applying the wind-naming rule, poor sense of direction, and a lack of familiarization with the Beaufort scale. Implications for teaching the representation of winds on weather maps are discussed. © 2018 Association for Science Teacher Education. |
