期刊名称：ŽIVOT I ŠKOLA, časopis za teoriju i praksu odgoja i obrazovanja
印刷版ISSN：0044-4855
出版年度：2016
卷号：LXII
期号：1
页码：179-192
语种：Croatian
出版社：Faculty of philosophy Osijek, Faculty of education in Osijek 31 000 Osijek, L. Jagera 9
摘要：Schools should create conditions for the best possible development of the potential of each pupil. All subjects in the school curriculum are equally important for the achievement and fulfilment of each individual’s potential, because, according to the theory of multiple intelligences, every individual is good at something and has the predisposition for success. This study aims to examine the evaluations of pupils' experiences with their art class. The sample comprises pupils from the final grades of a nine-year compulsory primary school and of a secondary school in Bosnia and Herzegovina (N = 255). The authors constructed a special instrument to collect data on the pupils' evaluation of their art class—the Art Class Evaluation Scale in the form of Osgood's semantic differential. A descriptive analysis shows that, in general, all pupils provide a positive evaluation of the their art class. There are no differences in the evaluation of the art class in terms of pupils' gender, type of school, and school results at the end of the year. In other words, irrespective of the pupils' gender, whether they are in primary or secondary school (grammar school), and their results at the end of the previous grade, they provide an equally positive evaluation of the art class. However, there is a difference in the evaluation of the art class in terms of grade: pupils in the eighth grade of primary school provide a somewhat more positive evaluation than pupils in the ninth grade of primary school and in the second grade of secondary school. The paper also presents an explanation of the theoretical bases, features, and implications of the results obtained.
关键词：evaluation of lesson; grammar school; art class; compulsory school; semantic differential
