The Differences Between Pre-Service Chemistry, Fine Art, and Primary Education Teachers Regarding Interest and Knowledge About Fine Art Materials

Abstract

The primary purpose of this paper is to identify the level of interest and knowledge about fine art materials (in selected works of art) that can influence pre-service primary school, chemistry, and fine art teachers’ implementation of this content into their teaching. This knowledge can help them be aware of how a specific fine art material can be used in fine art classes. Fine art materials can also be applied in different manners by chemistry teachers and primary school teachers (science lessons) to explain the specific chemical characteristics of these substances. Altogether, 118 pre-service teachers from the Faculty of Education, University of Ljubljana participated in the study. The data were collected using three instruments: information about participants (IP), fine art materials achievement test (FAMAT), and individual interest questionnaire (IIQ), which comprise items for self-concept. It can be concluded that pre-service teachers’ average score (49.6%) on FAMAT is quite low. The results also showed that pre-service fine art teachers achieved better results than the other two groups did. Similar results were also obtained regarding participants’ interest and self-concept in learning about fine art materials. It can be concluded that more emphasis should be placed on developing the understanding of chemical and fine art concepts due to the fact that fine art and chemistry can be interdisciplinarily connected in education, according to contemporary curricular guidelines.

Keywords

• fine art materials
• interest
• pre-service teachers’ knowledge
• science education