Slovenian Primary School Teachers' Opinion on Interdisciplinary Approach between Fine Art and Science Education

Autor/inn/en	Potocnik, Robert; Košir, Tanja; Devetak, Iztok
Titel	Slovenian Primary School Teachers' Opinion on Interdisciplinary Approach between Fine Art and Science Education
Quelle	In: European Journal of Educational Research, 11 (2022) 1, S.435-443 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Potocnik, Robert) ORCID (Košir, Tanja) ORCID (Devetak, Iztok)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Foreign Countries; Elementary School Teachers; Teacher Attitudes; Interdisciplinary Approach; Art Education; Science Education; Fine Arts; Instructional Effectiveness; Course Content; Lesson Plans; Slovenia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Naturwissenschaftliche Bildung; Bildende Kunst; Unterrichtserfolg; Kursprogramm; Lesson planning; Unterrichtsplanung; Slowenien
Abstract	In this article we present research on Slovenian primary school teachers' opinion about the interdisciplinary approach between fine art and science education. With the help of questionnaires, interviews, and analysis of lesson plans, we determined how primary school teachers use this type of interdisciplinary approach, how often and what their views are. We included 138 primary school teachers from every region in Slovenia. It turned out that primary school teachers in Slovenia use an interdisciplinary approach between fine art and science teaching quite often and consider it useful to achieve different aspects of pupils' development. The study revealed that most teachers find it difficult to consider the educational goals of both fields (fine art, science). They often use the connection between the subjects only on an associative level - they only mention the teaching content of one subject quickly and carelessly, without making meaningful connections and without achieving the goals of both subjects. Content taught in this way cannot be considered a cross-curricular approach in the subject sense. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01