The Impact of Systematic Discovery Learning on the Acquisition of Art Education Concepts among Preparatory School Students

Abstract

       This research confirms that teaching concepts requires considering the factors influencing their formation and development, in addition to understanding their structure and methods of development. This necessitates the use of diverse teaching models that suit the nature of each concept. Concept formation is a pivotal step in the learner's understanding of the foundations of scientific knowledge, as organizing and classifying concepts helps them deal consciously with educational and life situations. To diagnose the reality of teaching art education concepts, the researcher conducted a survey of a sample of art education teachers in schools affiliated with the Baghdad/Karkh II Education Directorate. The results revealed that teaching still relies heavily on traditional, teacher-centered methods, which confines students' role to memorization and limits opportunities for interaction and knowledge construction. This has resulted in a weakness in acquiring and understanding art concepts. The study indicates that the preparatory stage represents a pivotal stage linking general and university education, which necessitates developing the philosophy and methods of education. Given the abstract nature of artistic concepts and the higher mental skills they require, relying on rote learning becomes pointless, and providing modern methods is necessary to enable students to effectively build the artistic concept.

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