Slovenian Primary School Teachers' Opinion on Interdisciplinary Approach Between Fine Art and Science Education

Abstract

<p style="text-align: justify;">In this article we present research on Slovenian primary school teachers' opinion about the interdisciplinary approach between fine art and science education. With the help of questionnaires, interviews, and analysis of lesson plans, we determined how primary school teachers use this type of interdisciplinary approach, how often and what their views are. We included 138 primary school teachers from every region in Slovenia. It turned out that primary school teachers in Slovenia use an interdisciplinary approach between fine art and science teaching quite often and consider it useful to achieve different aspects of pupils' development. The study revealed that most teachers find it difficult to consider the educational goals of both fields (fine art, science). They often use the connection between the subjects only on an associative level - they only mention the teaching content of one subject quickly and carelessly, without making meaningful connections and without achieving the goals of both subjects. Content taught in this way cannot be considered a cross-curricular approach in the subject sense.</p>

Art Teaching: Inclusive Factor and Attention to Diversity

“…On the other hand, it is necessary to properly integrate the study objectives of the disciplines involved in order to generate a holistic learning process for the students. (Potočnik et al, 2021). Thus, by meticulously planning activities, educators ensure that interaction, commitment, and value formation are fostered, enabling students to respect and display tolerance for their peers while appreciating and enjoying each other's creations and contributions (Luis Ramos, 2019).…”

“…In addition, it opens up the possibility for teachers to learn new methods and techniques that they can apply to a diverse range of students. However, even though art is used in an interdisciplinary manner in classrooms, in some cases, teachers may encounter difficulties in addressing the educational objectives of each field (Potočnik et al, 2021). This is why, in this study, we propose the following research question: How can art teaching promote inclusion and diversity?…”