The Participatory Relationship between Teachers of Art Education and Science in the Elementary Stage in the Development of Environmental Education Based on Arts in Najran Region

Abstract

Environmental issues and problems have received the attention of educators. Modern approaches to education stressed the importance of environmental education among students by shaping their environmental awareness, preserving the environment, and appreciating the value of life resources in it. Therefore, in the nineties of the twentieth century, a new approach appeared known as "environmental education based on the arts" by the Finnish art teacher, "Miri Helga Manter". She emphasized the importance of arts in teaching students issues related to the environment, developing positive attitudes towards it, and developing environmental knowledge and rational behavior among them. In addition, environmental education emphasized the participatory relationship between environmental subjects and linking them together through employing various forms of school activities to strengthen the learners' relationship with their environment. Therefore, this study aimed at identifying the level of the participatory relationship between the teachers of Art Education and Science in the elementary stage in the development of environmental education based on arts. The descriptive survey method was used, and the study sample consisted of (123) male and female teachers: (68) Art Education teachers, and (55) Science teachers, who were randomly selected from government elementary schools in Najran region, Saudi Arabia. A questionnaire was used as a data collection tool and consisted of (22) items distributed on three dimensions: participatory planning, participatory implementation, and participatory evaluation. The results showed an average level in the responses of the study sample about the participatory relationship between teachers of Art Education and Science in the elementary stage in developing environmental education based on the arts. Also, there were statistically significant differences in the responses of the study sample about the level of participatory relationship between the teachers of Art Education and Science in the elementary stage in developing environmental education based on the arts due to the variables of years of experience for the category ten years or more; the educational qualification in favor of the higher studies category, and the teacher’s specialization attributed to Art Education. However, there were no statistically significant differences due to the gender variable. The study recommended improving the intermediate level in the participatory relationship between Art Education and Science teachers in developing arts-based environmental education among elementary school students. Those in charge of educational policies in the Ministry of Education must develop a strategic plan to raise the level of competence and ability of these teachers to employ environmental education based on the arts in understanding and awareness of environmental issues and enhancing the value of students' love for the environment and its preservation.