The Differences Between Pre-Service Chemistry, Fine Art, and Primary Education Teachers Regarding Interest and Knowledge About Fine Art Materials - Paper Study

Oct 15, 2026

Paper examines differences among pre-service chemistry, fine art, and primary education teachers in interest and knowledge about fine art materials used in selected artworks. Study surveys 118 participants from the Faculty of Education, University of Ljubljana, using three instruments: participant information, a fine art materials achievement test, and an individual interest questionnaire. Results show low average knowledge and higher performance for pre-service fine art teachers, with parallel patterns in interest and self-concept. Findings support strengthening interdisciplinary understanding of chemical and fine art concepts.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Introduction

Research purpose and participants

Measurement instruments

Findings: knowledge, interest, and self-concept

Educational implications

The Differences Between Pre-Service Chemistry, Fine Art, and Primary Education Teachers Regarding Interest and Knowledge About Fine Art Materials Robert Potočnik*1 and Iztok Devetak2 • 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 placedon 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. Keywords: fine art materials, interest, pre-service teachers’ knowledge, science education 1 *Corresponding Author. University of Ljubljana, Faculty of Education, Slovenia; Robert. [potocnik@pef.uni-lj.si](potocnik@pef.uni-lj.si). 2 University of Ljubljana, Faculty of Education, Slovenia. 110 the differences between pre-service chemistry, fine art, and primary education Razlike v zanimanju in znanju o materialih likovnih del med prihodnjimi učitelji kemije, razrednega pouka in likovne pedagogike Robert Potočnik in Iztok Devetak • Glavni namen tega prispevka je določiti raven zanimanja in znanja omaterialih v izbranih likovnih delih, ki lahko vplivajo na poučevanje narazredni stopnji ter poučevanje kemije in likovne umetnosti. Znanje olikovnih materialih lahko prihodnjim učiteljem likovne pedagogike in razrednega pouka pomaga pri uporabi v okviru likovne dejavnosti. Spomočjo likovnih materialov lahko prihodnji učitelji kemije in razrednega pouka razložijo specifične kemijske lastnosti teh snovi. V raziskavi je sodelovalo 118 prihodnjih učiteljev Pedagoške fakultete Univerze v Ljubljani. Podatki so bili zbrani z uporabo treh instrumentov: informacije o udeležencih, testa znanja o likovnih materialih in vprašalnika o zanimanju o likovnih materialih, ki je vključeval tudi elemente samopodobe. Povprečno znanje študentov o likovnih materialih je precej nizko (49,6 %) . Rezultati so tudi pokazali, da prihodnji učitelji likovne pedagogike izkazujejo več znanja v primerjavi s prihodnjimi učitelji razrednega pouka in kemije. Podobni rezultati so bili pridobljeni tudiglede posameznikovega interesa in samopodobe za učenje o likovnih materialih. Raziskava izkazuje, da je treba bolj poudariti razvijanje razumevanja kemijskih in likovnih pojmov, saj so lahko v izobraževanjuvsebine likovne umetnosti in kemije interdisciplinarno povezane, kar jeskladno s smernicami sodobnih učnih načrtov. Ključne besede: likovni materiali, zanimanje, znanje študentov, naravoslovno izobraževanje Introduction Fine art and chemistry can be interdisciplinarily integrated into edu-cation from the primary to secondary and university levels. The primary purpose of this paper is to identify the level of knowledge about fine art material that can influence primary school, chemistry, and

FAQs

What is the main purpose of the paper?

To identify pre-service teachers’ level of interest and knowledge about fine art materials and how it can influence teaching implementation in primary school, chemistry, and fine art education.

How many pre-service teachers participated, and how was data collected?

The study included 118 pre-service teachers from the Faculty of Education, University of Ljubljana. Data were collected using three instruments: participant information, a fine art materials achievement test, and an individual interest questionnaire.

Which group showed better knowledge about fine art materials?

Pre-service fine art teachers achieved better results than the other two groups, and similar patterns were found for interest and self-concept related to learning about fine art materials.

Oct 15, 2026

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