تصورات معلمي الفنون و العلوم - ماقبل الخدمة- نحو التكامل المعرفي بين مناهج الفنون التشكيلية و العلوم و اتجاهاتهم نحو التدري بالطريقة تكاملية

Perceptions of art and science teachers - pre-service - towards knowledge integration between plastic arts and science curricula and their attitudes towards teaching in the integrative way

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.