A Study on Art Interests and Critical Thinking Dispositions of Students in Fine Arts Department of the Faculty of Education

Selma Taskesen

doi:10.12973/ijem.5.2.275

Abstract

In this study, it was aimed to investigate the relationship between the art interests and critical thinking dispositions of the students who study fine arts education in the faculty of education. The sample of the research consisted of 236 fine arts education students including 123 from the department of painting teaching and 113 from the department of music education. In the research, relational survey method was used. It was found in the research that the art interests of the students were at the level that can be considered as good. In addition, it was noticed that the average scores of critical thinking dispositions of the students were at moderate level. One of the findings obtained from the study was that there was no significant difference between the scores of art interest and critical thinking according to gender. Another finding was that art interests of the students in the music department were significantly higher compared with the scores of the students in the department of art education. In addition, a positive moderate level of relationship was found between the art interest and critical thinking, analyticity, inquisitiveness sub-dimensions; significantly low positive relationship with self-confidence, systematicity, searching truth and cognitive maturity sub-dimensions.

Highlights

Criticism finds the focal point of the intellectual actions in which the multiple and in-depth perspectives are developed, with varying and rich meanings about thinking
One of the findings obtained from the study was that there was no significant difference between the scores of art interest and critical thinking according to gender
In the study, in which Alici (2019) investigated the art interests of the students in the faculty of education, it was found that the art interests of the students in fine arts training department were found to be meaningfully higher than the students in other departments

Summary

Introduction

Criticism finds the focal point of the intellectual actions in which the multiple and in-depth perspectives are developed, with varying and rich meanings about thinking. The criticism is not to recognise only the negative aspects; it includes demonstrating the positive aspects of that job, situation, person or product (Akar, 2007). The idea of “Critical Thinking” has become more assimilate after it has been accepted that the word “critical” has no negative meaning. When the research is carried out with the concept of critical thinking, it is seen that it goes up to Socrates. According to Kaya (1997), “Previously, this concept was understood as a logical thinking that aimed to guide our behaviour through philosophy. Critical thinking is defined as a process that involves questioning, examining, investigating and problem solving individuals.

Objectives

Methods

Findings

Conclusion