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.
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