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Learning Science With Arts-Integrated Lessons: Student Experiences, Oliver Ellis, Lorraine C. Schmertzing, Richard Schmertzing

Georgia Educational Research Association Conference

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 …