dc.contributor.author	Ellis, Oliver William
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2024-04-26T16:46:24Z
dc.date.available	2024-04-26T16:46:24Z
dc.date.issued	2024-01-08
dc.identifier.other	51b23366-3dbd-40bc-96d1-0b8dd5adac53	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7158
dc.description.abstract	This qualitative study employed a narrative approach to collect stories and explore the meaning created by six fine arts school graduates who engaged in arts-integrated learning (AIL) in their science classes. The goal of this study was to interview former AIL students and analyze their experiences as they described them. The arts school graduates in this study described overall improvements in their engagement, learning, and creativity in their AIL science classes. Science classes using the arts for engagement made learning enjoyable for five of the six participants and increased their interest in science. Most AIL participants reported learning and retaining the science information longer than they did in their traditional science classes. Interestingly, four participants reported that AIL lessons made them nervous when performing in front of their classmates, and that their groups got distracted and learned less effectively when not properly monitored by the teacher. While three participants learned adequately in traditional instruction, five of the participants believed learning through AIL in high school was essential to learning the science material deeply enough to be successful in traditional college science classes. Four of these fine arts school graduates also reported caring more for their learning than in traditional classes because their AIL science teachers cared enough to build engaging AIL lessons for them. Keywords: Arts Integration, Arts Enhancement, Arts Infused, Art, Science, Learning, Creativity, Engagement, Knowledge Retention, Stress, Science Interest, Teamwork, Critical Thinking, Traditional Instruction	en_US
dc.description.tableofcontents	Chapter I : INTRODUCTION 1 -- Background of Study 5 -- Arts-integrated learning vs Traditional Instruction 6 -- Problem Statement 11 -- Significance 14 -- Research Questions 17 -- Research Goals 19 -- Summary 21 -- Chapter II: CONCEPTUAL FRAMEWORK 22 -- Theoretical Framework 23 -- Experien tial Knowledge 26 -- Literature Review 30 -- Arts-integrated learning: A Brief History 31 -- Arts-integrated Learning Benefits 33 -- Issues with Arts- integrated Learning 43 -- Pilot and Exploratory Research 44 -- Summary 47 -- Chapter III: METHODS 49 -- Research Design 52 -- Setting 52 -- Participant Recruitment 54 -- Data Collection Procedures 60 -- Interview 64 -- Memoing 69 -- Data Analysis Procedures 72 -- Coding Strategies : In Vivo and Values Coding 73 -- Connecting Strategies: Vignette Creation 82 -- Validity 86 -- Summary 92 -- Chapter IV: VIGNETTES 94 -- Bob 99 -- Meet Bob 99 -- Bob’s Story 100 -- Reflection on Bob 112 -- Bubblegum 114 -- Meet Bubblegum 114 -- Bubblegum’s Story 115 -- Reflection on Bubblegum 127 -- Quentin 130 -- Meet Quentin 130 -- Quentin’s Story 131 -- Reflection on Quentin 141 -- Rhea 144 -- Meet Rhea 144 -- Rhea's Story 145 iv -- Reflection on Rhea 155 -- Starfox 156 -- Meet Starfox 156 -- Starfox’s Story 157 -- Reflection on Starfox 170 -- Sunshine 173 -- Meet Sunshine 174 -- Sunshine’s Story 174 -- Reflection on Sunshine 189 -- Summary 192 -- Chapter V: THEMATIC ANALYSIS 195 -- Theme One : Enhanced Engagement and Long- lasting Learning 199 -- Theme Two : Performance Anxiety and Group Management 205 -- Theme Three : “Fun” and Learning Beat out Learning Traditionally 210 -- Theme Four : AIL Increased Interest in Science 214 -- Summary of Themes 218 -- Chapter VI: DISCUSSION 222 -- Research Questions Revisited 222 -- Research Question One: Impressions of AIL 223 -- Research Question Two : Deep Learning 229 -- Research Question Three : Views on Science 231 -- Summary and Implications 233 -- Limitations 236 -- Applications in Education 238 -- Teachers 239 -- Administrators and Professional Learning Communities 243 -- Colleges of Education 244 -- Summary 246 -- Suggestions for Future Research 247 -- Conclusion of the Study 248 -- References 250 -- Appendix A : AIL Glossary 259 -- Appendix B : IRB Approval Form 262 -- Appendix C : Interview Guide 264	en_US
dc.format.extent	1 electronic record. PDF/A document, 279 pages, 3973308 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education	en_US
dc.subject	Art--Study and teaching	en_US
dc.subject	Science--Study and teaching	en_US
dc.title	Arts-Integrated Learning in Science: Experiences of Fine Arts High School Graduates	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Leadership, Technology, and Workforce Development of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Gerber, Brain
dc.description.committee	Schmertzing, Richard
dc.description.committee	Schmertzing, Lorraine
dc.description.committee	Evans, Jenny
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Curriculum and Instruction	en_US