This dissertation focuses on the development of science and fine art competencies in 5th grade primary school students through the implementation of a model of interdisciplinary teaching of Science and Fine Art (MMPNLU). The research was structured as a participatory action research (PAR) model with five cycles, where the researcher was participating in the role of the teacher. The objectives of the research were (1) to examine the effectiveness of the model in developing subject-specific and generic competences, (2) to monitor the dynamics of students’ motivation in the context of learning transformation, and (3) to analyse changes in students’ perceptions of classroom climate and self-image.
The combination of quantitative (knowledge tests, questionnaires) and qualitative methods (diary entries, video recordings, semi-structured interviews) allowed for the triangulation of data and a holistic interpretation of the results. A special feature of the study is its so-called “state of review” evaluating the sustainability of the learning effects after the intervention in the form of the teaching model.
The results show that the MMPNLU model was effective, especially where the learning processes were problem-based, with clear cross-curricular integration and the use of modern didactic resources. Science competencies – especially content knowledge and skills – improved significantly, with stable effects even after the end of the intervention. Fine Art competencies have also seen a marked improvement – as have content knowledge and skills – especially in those learning units where activities have been directed towards reflective and socially engaged expression. At the end of the activity, pupils demonstrated the ability to create visual arguments, to analyse fine art products and to formulate complex visual messages.
In both subjects, motivation for learning has shifted towards intrinsic motivation, and pupils experienced lessons as a meaningfully connected whole. The scientific contribution of the dissertation lies in the development, implementation and empirical evaluation of the MMPNLU model, which connects science inquiry, fine art expression, reflection, and the development of competencies in science and fine art. The MMPNLU model proved to be a feasible solution to enhance the delivery of the lessons and to contribute to the understanding of the development of competences at the intersection of science and fine arts.
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