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dc.contributor.authorLaub, Gretchen Mary
dc.date.accessioned2009-02-16T18:56:03Z
dc.date.available2009-02-16T18:56:03Z
dc.date.issued1977-05
dc.identifier.other1977 .L361
dc.identifier.urihttp://hdl.handle.net/2092/867
dc.description101 leaves. Advisor: Dr. John Hicks.en
dc.description.abstractThe problem and purpose. Schools tend to implement a departmentalized system of education, but much literature, research and increasing numbers of educational models indicate the desirability of stressinq interdisciplinary educational practices. Therefore, the purpose of this study is to determine whether or not children of various ages, backgrounds and intelligence see a relationship between certain elementary science and art concepts. The procedure. The researcher selected science and art attitudes as areas of study for this paper. The response of students toward similar concepts in art and science could then be helpful in setting up curricula in these areas. Science and art were selected because these subjects are often viewed as being at opposite ends of the curriculum. Science is viewed as highly intellectual, rational, masculine and eventually for a select group of students. Art is viewed as non-intellectual, emotional, feminine, and for those who want an easy course. Science is viewed as serious work, art is viewed as play. The questionnaire devised by the researcher dealt with those concepts and activities that are similar in art and science. The procedures used were to measure the responses and attitudes of a randomly selected group of children and teachers toward similarities of art and science concepts. Findings. The most significant finding was that the younger the child, the more of a relationship this child saw between subjects and the world around him. The more the child progressed through the educational system, as it stands today, the less the child related his learning experiences to practical life situations. Conclusion. Children in earlier grades see more of a positive relationship between art and science than children do in later grade levels. Cultural backgrounds seemed to effect the relationship a child perceives between subjects, but this finding was not significant. Recommendations. A young child does perceive a positive relationship between different areas of study and this perception should be encouraged and expanded rather than slighted. Increasing efforts should be made to implement interdisciplinary approaches in teaching by local schools and state agencies.en
dc.format.extent4872515 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.publisherDrake Universityen
dc.relation.ispartofseriesDrake University, School of Graduate Studies;1977
dc.subjectSchool children--Assessment.en
dc.subjectAttitutde (Psychology)--Education (Elementary)--Assessmenten
dc.subjectScience--Education (Elementary)en
dc.subjectArt--Education (Elementary)en
dc.titleAn Attitude Assessment of First, Fourth and Seventh Grade Students Concerning the Relationship of Science Content to Art Contenten
dc.typeThesisen


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