Abstract
The purpose of the study is to examine the cognitive structures of the pre-service teachers (PST) who take art education classes. The study was conducted with qualitative research methods. The sample of the study consisted of 425 PST studying at Faculty of Education, Agri Ibrahim Cecen University. Independent word association test was used as data collection tool. The obtained data was analyzed with content analysis. The answers of the students related to art concept were gathered under 10 categories. These are the source of art, the classification of art, the definition of art, artist, the importance of art, social aspect of art, the elements of art, the tools of art, the value of art, the principles of art. The obtained concepts and categories were evaluated through percentage and frequency values. According to this, it was determined that the cognitive structures of PST were centered upon the category of art and classification of art. It was found that the categories of the importance of art, the value of art, the principles of art and the element of art were at lower levels. It was also determined that the PST had various misconceptions related to art concept.
Highlights
The purpose of the study is to examine the cognitive structures of the pre-service teachers (PST) who take art education classes
The purpose of this study is to examine the cognitive structures of the PST who take art education classes and the connections between the concepts and their misconceptions in this structure with concept map
This study was designed to reveal the cognitive structures of the PST who took art classes
Summary
Art is one of the oldest means of communication in in order for the creativity and artistic thinking of the child which human beings express their feelings and thoughts to be settled. Art, which continues to be from passive role to active role in the learning process relevant, is a need and necessity for the artist, audience should leave the student free in their thoughts and studies and all the individuals in the society to look for the beauty, but should take place as an active guide when they need to to live the reality in a different dimension, to understand, [4]. In this respect, art educators should have an important to express and to create a world full of beauties. The purpose of this study is to examine the cognitive structures of the PST who take art education classes and the connections between the concepts and their misconceptions in this structure with concept map
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