The Differences Between Pre-Service Chemistry, Fine Art, and Primary Education Teachers Regarding Interest and Knowledge About Fine Art Materials
Keywords:
fine art materials, interest, science education, pre-service teachers' knowledge
Abstract
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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References
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Belova, N., & Eilks, I. (2014). Promoting societal-oriented communication and decision making skills by learning about advertising in science education. Center for Educational Policy Studies Journal, 4(1), 31–49.
Brown, H. B., Losoff, B., & Hollis, R. D. (2014). Science instruction through the visual arts in special collections. Libraries and the Academy, 14(2), 197–216.
Burton, J., Horowitz, R., & Abeles, H. (1999). Learning in and through the arts: Curriculum implication. In E. B. Fiske (Ed), Champion of change: The impact of the arts on learning (pp. 35–46). Columbia, NY: Columbia University.
Caleon, I., & Subramaniam, R. (2010). Development and application of a three-tier diagnostic test to assess secondary students’ understanding of waves. International Journal of Science Education, 32(7), 939–961.
Denio, A. A. (1979). Chemistry for artists and art buffs, chemistry for artists and art buffs. Journal of Chemical Education, 56(1), 30–33.
Denio, A. A. (2001). The joy of colour in ceramic glazes with the help of redox chemistry. Journal of Chemical Education, 78(10), 1298.
Danipog, L. D., & Ferido, B. M. (2011). Using art-based chemistry activities to improve students’ conceptual understanding in chemistry. Journal of Chemical Education, 88(12), 1610–1615.
Devetak, I. (2017). Context-based teaching material and learning chemistry. In L. Leite, L. Dourado, A. S. Afonso, & S. Morgado (Eds.), Contextualizing teaching to improve learning: the case of science and geography (pp. 261–282). New York, NY: Nova science.
Dhanapal, S., Ravi Kanapathy, R., & Mastan, J. (2014). A study to understand the role of visual arts in the teaching and learning of science. Asia-Pacific Forum on Science Learning and Teaching, 15(2), 1–25.
Epp, N. D. (1995). World of colour: Investigating the chemistry of vat dyes. Journal of Chemical Education, 72(8), 726–727.
Gaquere-Parker, A. C., Allie Doles, N., & Parker, C. D. (2016). Chemistry and art in a bag: An easy-toimplement
outreach activity making and painting with a copper-based pigment. Journal of Chemical Education, 93(1), 152–153.
Gaquere-Parker A. C., & Parker, C. D. (2012). Bridging the gap of art and chemistry at the introductory level. In P. L. Lang, & R. A. Armitage (Eds.), Collaborative endeavors in the chemical analysis of art and cultural heritage materials (pp. 241–249). Washington, DC: American Chemical Society.
Gimenez, J. (2015). Finding hidden chemistry in ancient Egyptian artefacts: Pigments degradation taught in a chemical engineering course. Journal of Chemical Education, 92(3), 456–462.
Gurel, K. D., Eryilmaz, A., & McDermott, C. L. (2015). A review and comparison of diagnostic instruments to identify students’ misconceptions in science. EURASIA Journal of Mathematics, Science and Technology Education, 11(5), 989–1008.
Hemraj-Benny T., & Beckford, I. (2014). Cooperative and inquiry-based learning utilizing art-related topics: Teaching chemistry to community college non-science majors. Journal of Chemical Education, 91(10), 1618–1622.
Hidi, S. (2000). An interest researcher’s perspective: The effects of extrinsic and intrinsic factors on motivation. In C. Sansone, & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 309–339). San Diego, CA: Academic Press.
JuriÅ¡eviÄ, M., Devetak, I., RazdevÅ¡ek-PuÄko, C., & Glažar, S. A (2008). Intrinsic motivation of preservice primary school teachers for learning chemistry in relation to their academic achievement. International Journal of Science Education, 30(1), 87–107.
Kafetzopoulos, C., Spyrellis, N., & Lymperopoulou-Karaliota, A. (2006). The chemistry of art and the art of chemistry. Journal of Chemical Education, 83(10), 1484–1488.
Kolb, E. K., & Kolb, K. D. (2000). Glass—sand + imagination. Journal of Chemical Education, 77(7), 812–816.
Landsman, T. (1962). The role of the self-concept in learning situations. The High School Journal, 45(7), 289–295.
cCarthy, P., & Schmeck, R. R. (1988). Students’ self-concepts and the quality of learning in public schools and universities. In R. R. Schmeck (Ed.), Learning strategies and learning styles (pp. 263–276). New York, NY: Springer.
Newman, J. A. (1972). The arts and the sciences: A very miscible solution. Science Education, 56(2), 137–138.
Orna, V. M. (2001). Chemistry, colour, and art. Journal of Chemical Education, 78(10), 1305–1310.
PotoÄnik, R. (2017). Effective approaches to heritage education: Raising awareness through fine art practice. International Journal of Education through Art, 13(3), 285–294.
Pressley, M., El-Dinary, P. B., Marks, M. B., Brown, R., & Stein, S. (1992). Good strategy instruction is motivating and interesting. In A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 333–357). Erlbaum: Hillsdale.
Renninger, K. A. (2000). Individual interest and its implications for understanding intrinsic motivation. In C. Sansone, & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 373–400). San Diego, CA: Academic Press.
Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13(3), 211–224.
SlapniÄar, M., Devetak, I., Glažar, S. A., & Pavlin, J. (2017). Identification of the understanding of the states of matter of water and air among Slovenian students aged 12, 14, and 16 years through salving authentic tasks. Journal of Baltic Science Education, 16(3), 308–323.
Solomon, D. S., Rutkowsky, S. A., Mahon, L. M., & Halpern, M. E. (2011). Synthesis of copper pigments, malachite and verdigris: Making Tempera paint. Journal of Chemical Education, 88(12), 1694–1697.
Stamovlasis, D. (2003). Teaching photography: Interplay between chemical kinetics and visual art. Chemistry Education Research and Practice, 4(1), 55–66.
Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159–170.
Uffelman, E. S. (2007). Teaching science in art: Technical examination of 17th-century Dutch painting as interdisciplinary coursework for science majors and non-majors. Journal of Chemical Education, 84(10), 1617–1624.
VrtaÄnik, M. (2004). Chemistry in art and art in chemistry. In D. Krnel, & S. A. Glažar. (Eds). Programme and abstracts, 7th ECRICE, European Conference on Research in Chemical Education [and] 3rd ECCE, European conference on chemical education (pp. 22–23). Ljubljana: Zavod Republike Slovenije za Å¡olstvo.
Wells, G., & Haaf, M. (2013). Investigating art objects through collaborative student research projects in an undergraduate chemistry and art course. Journal of Chemical Education, 90(12), 1616–1621.
Published
2018-12-27
How to Cite
Potočnik, R., & Devetak, I. (2018). The Differences Between Pre-Service Chemistry, Fine Art, and Primary Education Teachers Regarding Interest and Knowledge About Fine Art Materials. Center for Educational Policy Studies Journal, 8(4), 109–130. https://doi.org/10.26529/cepsj.352
Section
VARIA
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