Primary school teachers\u27 opinion on interdisciplinarity of science and fine arts

Naravoslovje in likovna umetnost sta na videz zelo različni področji, ki se vključujeta v osnovnošolsko izobraževanje na razredni stopnji. Pa vendar ti dve področji nudita veliko smiselnih možnosti za medpredmetno povezovanje. Razlike med predmetnima področjema lahko učencem razširijo obzorje znanja, medtem ko jim podobnosti pokažejo, kako lahko uporabijo znanje enega področja na drugem. Učitelji imajo o tej povezavi različna mnenja in stališča, ki vplivajo tudi na pogostost uporabe medpredmetnega povezovanja naravoslovja in likovne umetnosti, kakovost učnih priprav in izvedbe pouka. Tudi opredelitve medpredmetnega povezovanja so pri učiteljih različne. V magistrskem delu je s pomočjo literature utemeljen pojem medpredmetnega povezovanja na splošnopodane so tudi razlike v opredelitvah tega učnega pristopa. Raziskani so načini načrtovanja medpredmetnega povezovanja ter modeli implementacije pristopa z uporabo različnih učnih metod, ki jih učitelji pri pouku obeh predmetnih področji uporabljajo. V nadaljevanju so podrobneje predstavljene metode dela pri samostojnih predmetih likovne umetnosti in naravoslovja in tudi medpredmetno povezovanje likovne umetnosti in naravoslovja z drugimi predmetnimi področji. Analizirani sta bila tudi učna načrta za Likovno umetnost in za Spoznavanje okolja ter Naravoslovje in tehnika, ki vsebujeta naravoslovne vsebine prvega in drugega vzgojno-izobraževalnega področja (1.- 5. razred). Z analizo so bila določena priporočila za izvedbo medpredmetnih povezav obeh predmetnih področij. Na koncu so podani specifični praktični primeri medpredmetnih povezav obeh področji, ki so bili identificirani s pregledom in analizo literature. Glavni cilji dela so bili, da se ugotovi mnenje učiteljev o implementaciji medpredmetnih povezav naravoslovja in likovne umetnosti v pouk v osnovni šoli, kako so učitelji z njo seznanjeni ter kako učitelji medpredmetno povezavo načrtujejo in kakšni so po njihovem mnenju učni dosežki učencev pri implementaciji te medpredmetne povezave. V empiričnem delu so bili s pomočjo anketnih vprašalnikov, intervjujev ter analize priprav raziskani pogostost uporabe medpredmetne povezave med naravoslovjem in likovno umetnostjo, stališča in opredelitve učiteljev glede tega učnega pristopa, njihova mnenja o smiselnosti medpredmetne povezave v prvem in drugem vzgojno-izobraževalnem obdobju in o smiselnosti povezave določenih pojmov in vsebin s teh dveh področij. Ugotovljene so bile tudi spremembe, ki so jih učitelji opazili ob uporabi ali neuporabi omenjene medpredmetne povezave, ter to, kako enakovredno učitelji obravnavajo pojme z obeh predmetnih področij.Science and fine arts are perceived as two very different areas that are integrated into primary school pupils\u27 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\u27 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\u27s thesis, the term \u27interdisciplinary approach\u27 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\u27 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