تصورات معلمي الفنون والعلوم - ما قبل الخدمة- نحو التكامل المعرفي بين مناهج الفنون التشكيلية والعلوم واتجاهاتهم نحو التدريس بالطريقة التكاملية. المجلة الأردنية للفنون

Translated title of the contribution: Art and Science Pre –Service Teachers' Perceptions of Knowledge Integration between Art and Science Curricula and their Attitudes towards the Integrated Approach to Teaching

Research output: Contribution to journalArticlepeer-review

Abstract

The present study aimed at investigating Art and
Science student teachers' perceptions of the
knowledge integration between art and science
curricula and their attitudes towards the Integrated
Approach to teaching. The sample consisted of (90)
art and science student teachers from the College of
Education at Sultan Qaboos University. To achieve
the above aims, the researchers designed two
instruments: a questionnaire for eliciting art and
science student teachers’ perceptions of knowledge
integration between Art and Science curricula and a
measure of their attitudes towards the Integrated
Approach to teaching. The validity and reliability
of the two instruments were established.
The results showed that the "the importance of
integration between art and science" domain has
the highest average mean score among the other
domains, whereas the "the future picture as a result
of integration between art and science" domain has
the lowest average mean score. Furthermore, the
results showed no statistically significant
differences between art and science student
teachers' perceptions of the integration between art
and science due to their gender, or due to
interaction between gender and specialization.
However, there was a statistically significant
difference that can be attributed to specialization in
favor of Art Teachers.
Art and Science student teachers showed positive
attitudes towards the Integrated Approach to
teaching, but there was no significant difference
between art and science student teachers in their
attitudes due to their gender, specialization and the
interaction between gender and specialization.
Translated title of the contributionArt and Science Pre –Service Teachers' Perceptions of Knowledge Integration between Art and Science Curricula and their Attitudes towards the Integrated Approach to Teaching
Original languageArabic
Pages (from-to)123-150
Journalالمجلة الأردنية للفنون
Volume4
Issue number2
Publication statusPublished - 2011

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