Project Atmosphere in South Africa

INTRODUCTION

South African learners are required to have a very broad knowledge of meteorology by the time they write their final examinations in grade 12. However, many teachers in South Africa have problems in helping learners develop this understanding. Some speak of having to teach meteorology even though they never did the subject at school or at a tertiary institution because there is no one else to take the classes. Others admit to the fact that they never really understood the concepts behind meteorology and thus find it one of the most difficult sections in the geography syllabus to teach. Another problem is that many teachers who have to teach meteorology do not understand the science behind many of the meteorological concepts, because they never did science as a subject either at school or during their training to become a teacher. Some teachers just teach one or two grades and thus tend to teach the meteorological topics covered in this syllabus without giving any thought to what is covered in the grades before and after theirs. This situation often leads to the teaching of meteorology being rather fragmented without there being any real linking of the concepts from one year to the next. Learners often find it difficult to see the connections between what they learnt in one grade and what they are expected to know in the next. Because of these problems, many geography teachers are often reluctant to present lessons around the topic of meteorology and would rather give their learners a project to do on the topic. There have been numerous instances where teachers have approached South African Weather Service staff, enquired about meteorological topics which they have to teach but are not sure of all their facts. Hopkins and Stein (1996) say that what distinguishes a good teacher from everyone else is their ability to successfully convey particular concepts, skills and information to students. I believe that many teachers in South Africa are looking for ways to acquire these skills and knowledge in order to become better at their jobs. There is thus a real need to find some way of developing teachers' knowledge of meteorology and to provide them with the skills and knowledge of how to get these concepts across to learners in a meaningful way.

THE STUDY

Every year since 1989 a few South African teachers have been invited by the American Meteorological Society (AMS) to attend Project Atmosphere in the United States of America.

A study was conducted to investigate whether these teachers were able to use what they had learnt on their return to South Africa. Joyce & Showers (1981) state that participation in in-service training sessions does not guarantee that newly acquired knowledge and/or skills will be put into practice. It was thus important to investigate whether the materials and hands-on activities presented during the Project Atmosphere assisted South African teachers in teaching weather-related topics and whether these could help reach the aims and objectives of an outcomes-based philosophy of teaching.

CONCLUSIONS

  All the study participants were extremely enthusiastic about Project Atmosphere and what it had done for them in terms of their development as geography teachers.

  All the participants were eager to implement some of the activities obtained on Project Atmosphere in their classrooms, even though these activities were not congruent with the way they had conducted their lessons before attending the training.

  The participants were all positive that the activities would help their learners to learn meteorological concepts more effectively.

  The participants used the workshop activities that were linked directly to the syllabus.

  All the participants had the support of their supervisors, which also contributed to them being able to implement what they had learnt at Project Atmosphere.

  The participants believe they are able to pass on what they learnt to other teachers.

WHY I BELIEVE PROJECT ATMOSPHERE IS A SUCCESSFUL PROGRAMME?

  The participants were given in-depth, but easy to understand notes on all the topics covered in the seminars and lectures.

  The programme gives teachers activities which are easy to present and implement and which the participants feel will aid in learners understanding of meteorological concepts.

  These activities are also clearly demonstrated during the workshop and participants have the opportunity to try-out the activities.

  For teachers to adopt new teaching practices it is important that the recommendations are stated in language that is easily understood, that concepts are clearly explained, a philosophical acceptance of the practices is developed and finally that teachers are convinced that the time and effort is worth it in terms of learners' improved achievement (Mohlman, et al, 1982). I believe that Project Atmosphere meets these criteria in that every activity comes with a complete booklet stating what the learners should know at the end of the activity, background information related to the concept is covered and the activities are clearly and explicitly laid out.

  Participants were valued as a professional and being exposed to people who are passionate about their subject were clearly motivational factors for the participants in this study.

  Project Atmosphere provided an opportunity for teachers to share their ideas and experiences related to the teaching of meteorology.