Science and fine arts are perceived as two very different areas that are integrated into primary school pupils' timetables. Even if they do not seem like they can be linked, they offer many reasonable chances for applying an interdisciplinary approach. The differences between the fields can broaden pupils' understanding and the similarities can show them how they can transfer their knowledge successfully. Teachers have different opinions about the interdisciplinary connection between science and fine arts. Their opinions can affect the frequency of using that approach, the quality of preparation for the classes, and the quality of how the classes are conducted. The definitions of interdisciplinary approach between science and fine arts are different from a teacher to a teacher, too.
In the master's thesis, the term 'interdisciplinary approach' was researched first. The literature about its definition and the types of it was reviewed. The models and teaching methods that are used in that approach were researched, too. Then, the teaching approaches for science and fine arts were examined separately. Reading and writing about general principles of applying an interdisciplinary approach between the two areas and other primary school subjects were also a part of the research. This was done to capture a bigger picture of teaching fine arts and science and the possibilities of interdisciplinary teaching in those fields. That is also why the curriculums of the subjects in the Slovenian primary school system which include fine arts and science (Spoznavanje okolja, Naravoslovje in tehnika, Likovna umetnost) and the possibilities of interdisciplinary approach which are exposed in their recommendations were reviewed. In the end, there is a chapter about the interdisciplinary approach between science and fine arts. Some practical examples of it that were found in the literature are written down, too. In the empirical part, the surveys and interviews were conducted and teaching preparation documents were analyzed. Thus, the frequency of interdisciplinary approach between science and fine arts, teachers' definitions and opinions on the subject, their opinion about the meaningfulness of interdisciplinary connection between stated subjects in the first three years of learning and in year four and five, and the meaningfulness of connecting certain contents and terms interdisciplinarily were researched. Changes that teachers noticed if they used an interdisciplinary approach between science and fine arts and if they did not use it were researched, too. The findings of including interdisciplinary teaching goals of the included school subjects equally were described, too. The goal was to find out about the opinions of teachers about the interdisciplinary approach between science and fine arts and its familiarity with teachers. The research was also about finding out how teachers integrate the approach into their work and what results they notice when they do it.
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