Location
Boston 1
Session Format
Presentation
Abstract
Using a narrative approach (Clandinin & Connelly, 2004; Kim, 2016) to collect stories and explore the meaning six fine arts school graduates found in their arts-integrated learning (AIL) experiences in their science classes, vignettes (Seidman, 2019) of participants were developed to tell their stories and maintain the context (Maxwell & Miller, 2008) of their unique experiences while coding and categorizing strategies were used during data analysis to construct four themes that ran across participant experiences. Themes focused were supported by participants’ qualitative data (Maxwell, 2013) that were gathered using Seidman’s (2019) three-phase interview series and analyzed using Saldaña’s (2015) in vivo, values, and pattern coding methods. The themes focused on (1) enhanced engagement and long-lasting learning, (2) performance anxiety and group management, (3) “fun” and learning in AIL “beating out” learning traditionally, and (4) AIL increasing interest in science. The arts school graduates in this study described overall improvements in their engagement, learning, and creativity in their AIL science classes.
References available upon request.
Keywords
Arts Integration, Arts Enhancement, Creativity, Engagement, Science Education
Professional Bio
Oliver Ellis is a passionate science and mathematics teacher who has used the arts in his classroom for 12 years. His research interests are in arts integration and how students make sense of their experiences in arts-integrated science classrooms.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Ellis, Oliver; Schmertzing, Lorraine C.; and Schmertzing, Richard, "Learning Science with Arts-Integrated Lessons: Student Experiences" (2024). Georgia Educational Research Association Conference. 55.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/55
Learning Science with Arts-Integrated Lessons: Student Experiences
Boston 1
Using a narrative approach (Clandinin & Connelly, 2004; Kim, 2016) to collect stories and explore the meaning six fine arts school graduates found in their arts-integrated learning (AIL) experiences in their science classes, vignettes (Seidman, 2019) of participants were developed to tell their stories and maintain the context (Maxwell & Miller, 2008) of their unique experiences while coding and categorizing strategies were used during data analysis to construct four themes that ran across participant experiences. Themes focused were supported by participants’ qualitative data (Maxwell, 2013) that were gathered using Seidman’s (2019) three-phase interview series and analyzed using Saldaña’s (2015) in vivo, values, and pattern coding methods. The themes focused on (1) enhanced engagement and long-lasting learning, (2) performance anxiety and group management, (3) “fun” and learning in AIL “beating out” learning traditionally, and (4) AIL increasing interest in science. The arts school graduates in this study described overall improvements in their engagement, learning, and creativity in their AIL science classes.
References available upon request.
