Introduction: What would a Swedish upper secondary student say if suddenly, meditation was introduced as an optional addition to his or her schedule. Would they be optimistic and see it as an opportunity for relaxation in their hectic day? Or would they be of the opinion that meditation is a religious practice and should not be allowed in a secular school? Perhaps they would think neither, instead holding a more neutral opinion? This was the central question for this questionnaire study. It was asked based on the reaction yoga received when it was introduced in a Swedish school, as some adults saw it as a religious practice. Later it was decided by the School Inspection that it was to be allowed, as attendance was completely voluntary.Method: The questionnaire in this study used four closed questions to get information on the attitude of upper secondary students towards meditation in schools, their interest in attending the hypothetic meditation and the most frequently used arguments for and against it. The questionnaire was modelled after Alan Brymans book Social research methods. After the questionnaire was finalized, it was sent out to mentors of third year students of several high schools in Västerbotten County. The goal was to get 100 responses from upper secondary school students, in the end 78 responses were obtained. The results of the questionnaire were presented in circle and bar graphs.Results: The gathered information showed that a majority of the surveyed upper secondary students had a positive attitude towards meditation in their schools. Among the most frequently used arguments pro and against the meditation, the most frequent argument for the inclusion of meditation was that it would be an opportunity for relaxation. Of the arguments against the inclusion of meditation the most frequent was that it would take up unnecessary space in their schedule.Conclusion: Through the information gathered with the questionnaire we can see a theme of positive attitude from the students. A clear majority of them are either interested in trying meditation, sees it as a useful tool, or simply has a positive view of it while perhaps being less interested of trying it themselves.

In a study of the experiences of loneliness and social isolation of postsecondary undergraduate students with disabilities during the COVID-19 pandemic, 7 students with disabilities participated in phenomenological interviews to express their experiences during the pandemic. Interview data provided insight into the lived experiences of participants during the COVID-19 pandemic. Responses were analyzed using a descriptive phenomenological approach, resulting in 4 meta themes and 10 themes. Findings were discussed in relation to the developmental period of emerging adulthood and a new model for sustainable mental health proposed by Bohlmeijer and Westerhof (2021). Recommendations for the postsecondary institution attended by the participants are also discussed. / Graduate

The first paper is a two-phase mixed methods study that explored the relationship among nature connectedness, mental health, and childhood nature experiences in a sample of McMaster undergraduates. Study objectives were twofold: (1) to determine associations between measures of nature connectedness, positive childhood nature experiences, and mental health via an online survey (Phase One); and, (2) to compare, qualitatively, the self-reported childhood nature experiences of students who are more nature connected to those who are less nature connected via in-depth interviews (Phase Two). Quantitative findings from the Phase One survey (N=308) showed that nature connectedness is associated with higher levels of emotional and psychological well-being and also correlates positively with students’ self-recalled positive childhood nature experiences. Thematic analysis of qualitative findings from in-depth interviews held with students (n=12) in Phase Two showed that students who measured relatively higher in nature connectedness recall growing up in the vicinity of accessible, expansive, natural places, and being raised in families that modeled a love for nature and valued shared nature experiences. Overall, findings suggest that positive experiences in natural places growing up may have long-term mental health benefits through fostering a more ecological self. The second paper, an exploratory qualitative study, investigated the types of natural places that McMaster undergraduates consider beneficial to their mental health, and why. Twelve students were invited to photographically document a natural place that they consider mental health promoting. Thematic analysis of photographs and follow-up in-depth interviews revealed that students prefer familiar natural places that contain a variety of natural elements (especially mature trees and some form of water) and are separate from the context of everyday campus life (distanced from both the built and social campus environment). Overall, findings demonstrate the importance of acknowledging symbolic and social factors when assessing the potential mental health benefits of natural places for different groups and individuals. In the third paper, an argumentative essay, we argued that colleges and universities should take nature’s mental health benefits seriously by finding ways to foster student-nature relationships both on their campuses, and in their surrounding communities. We present and describe four geographically informed ways that this might be accomplished: (1) raising awareness; (2) planning for the availability and accessibility of natural spaces; (3) bringing nature indoors, and; (4) using nature-based therapies. While many students may be “bleeding at the roots”, it is not too late to graft them back onto the earth. / Thesis / Master of Arts (MA) / The first paper explored associations among childhood nature experiences, nature connectedness (a measure of the degree to which an individual includes nature in her or his identity), and mental health in McMaster undergrads. Quantitative results showed that positive childhood nature experiences, nature connectedness, and mental health are all significantly related. Qualitative findings showed that students who are more nature connected remember growing up in nature loving families and in the vicinity of expansive natural areas (e.g., a conservation area). The second paper explored the types of natural places that McMaster undergrads consider beneficial to their mental health, and why. Twelve students were invited to visit a favourite natural place and take photographs of it. Qualitative findings showed that students’ prefer familiar natural places that contain a variety of natural elements and are separate from the context of campus life. In the third paper, four strategies that post-secondary institutions can use to connect students with nature are presented: (1) raising awareness; (2) planning for the availability and accessibility of natural spaces; (3) bringing nature indoors, and; (4) using nature-based therapies. While many students may be “bleeding at the roots”, it is not too late to graft them back onto the earth.

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In recent years, theories have emerged about whether the source critical approaches that are encouraged in school affect students’ trust in credible sources. The purpose of this thesis is to illuminate the perspectives of upper secondary students; their experiences of lectures in source criticism, and how the teaching has affected their trust in the credibility of established news media, scientific research, and authorities. The purpose is also to illuminate how educators can encourage upper secondary students to be source critical and at the same time maintain their trust in reliable sources.  In the beginning of 2022, a digital survey was sent out to upper secondary schools in 15 Swedish cities. The empirical material which the study is based on consists of questionnaire responses from 68 Swedish upper secondary students. The analysis is based on pragmatism and John Dewey’s thoughts on teaching to interpret, understand and explain the statements that emerged in the questionnaire responses. The study identified nine aspects related to how educators can balance source criticism and source trust in their teaching. Furthermore, the results show that source trust may need to be given more space in the lectures, and that the students’ trust in credible sources seem to have been maintained and strengthened to some extent by lectures in source criticism, while the teaching also has contributed to critical attitudes towards the same sources in some respondents. Based on this, it is concluded that lectures in source criticism can have a negative impact on individual students trust in credible sources, and that educators need to reflect upon how they teach source criticism; what messages they send out and how these can be interpreted by their students. This is a two-year master’s thesis in Library and Information Science.

One purpose of this study was to determine whether any differences in immediate achievement or retention existed between students using manipulatives and students not using manipulatives. Also addressed in this study is whether or not the use of manipulatives is more beneficial for girls than boys and whether the use of manipulatives is more beneficial for low-ability students than for high-ability students. Students selected for this study were from a large suburban school district in Texas. The students were from eight intact classes, four of which were designated as the experimental group and the other four as the control group. The sample consisted of one hundred eighty-seven students. All students were tested with a test developed by the researcher. This same test was administered as a pretest, posttest, and retention test. The following supplemental data were also gathered on the students: mathematics scores from the California Test of Basic Skills and scores from the mathematics section of the Texas Educational Assessment of Minimum Skills test. Analysis of the data revealed no statistical difference in the mean scores of students instructed with or without manipulatives when the test was administered immediately after instruction. Nor was there any statistical difference in the mean scores when the test was administered two months after instruction. There was no statistical difference in the mean gain scores from the pretest to the posttest between boys and girls or between high- and low-achieving students. Nor was there any statistical difference between the mean gain scores from the pretest to the retention test between boys and girls or between high- and low-achieving students. It is recommended that further studies be conducted to investigate achievement and retention of students using manipulatives at the secondary level. It is also recommended that variables other than achievement be studied to determine the effects of manipulatives on secondary students.

The amount of information in the world has grown exponentially in the last generation. Students often believe that growing up as digital natives means they have advanced information literacy skills. However, school librarians are not seeing evidence of this in their schools. The purpose of this study was to determine if secondary students overestimate their information literacy (IL) abilities, if relationships exist between IL self-efficacy and performance, and if grade level or self-efficacy level changes those relationships. To accomplish this, data were collected from two middle schools and three high schools from a total of 397 students in grades 6, 9, and 12. Students completed the Information Literacy Self-efficacy Scale (ILSES) and the Tool for Real-time Assessment of Information Literacy Skills (TRAILS) to measure their IL self-efficacy and performance. The data were examined as a whole, by grade level, by self-efficacy level, and by a breakdown of combined self-efficacy level and grade level. Analyses involved t-tests, bivariate correlations, and hierarchical linear regression. Results showed that all groups overestimated their IL abilities and that the overestimation increased as self-efficacy level increased. In addition, correlations provided evidence of a relationship between IL self-efficacy and performance for each grade level and for each self-efficacy level. Another finding was that in all grade levels, higher self-efficacy equated to higher performance, however, for a large percent of students, high self-efficacy equated with lower scores. Grade level did have an effect on the relationship between IL self-efficacy and performance. This effect showed statistical and practical significance when grade level was used as a covariate but only practical significance when used as a moderating variable. Overall, ninth graders showed a dip in performance when compared to sixth and twelfth grades.

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I avhandlingen studeras elevers grundantaganden om världen, samt de grundantaganden som eleverna förknippar med fysiken. Det är utifrån de grundantaganden vi gör om hur världen är beskaffad som vi försöker tolka och förstå nya fenomen och företeelser vi möter, t.ex. i den naturvetenskapliga undervisningen. I avhandlingen ligger intresset primärt på grundantaganden som vanligtvis tas för givna i naturvetenskapen samt sådana som är av intresse för relationen mellan naturvetenskap och religion. För de empiriska studierna har ett specifikt område, nämligen universums uppkomst och utveckling samt existentiella frågor relaterade till detta, valts som ram för elevernas resonemang. Avhandlingen bygger på två studier. I den första studeras elevers skriftliga svar och uttalanden under intervjuer och i den andra studeras elevers gruppdiskussioner. Eleverna som deltar i de båda studierna går alla det tredje året på gymnasiet och läser kursen Fysik B. Resultaten visar att det finns elever som beskriver sin egen och fysikens syn på olika sätt. Detta gäller såväl frågor om universums uppkomst och utveckling som frågor om t.ex. relationen mellan naturvetenskap och religion. Resultaten visar vidare att de grundantaganden som vanligtvis underförstås i fysiken inte med självklarhet associeras med fysiken av eleverna. Detta kan göra det svårt för dem att förstå resonemang och modeller i fysiken. Resultaten visar vidare att det är vanligt att elever associerar scientistiska synsätt med fysiken. Scientism innebär att man menar att ingenting utom det som är åtkomligt för naturvetenskapen existerar. Detta uteslutet möjligheten att andra möjliga dimensioner av verkligheten än den materiella existerar. Att förknippa fysiken med antaganden som inte av nödvändighet måste förknippas med fysiken (t.ex. scientistiska synsätt) kan göra att elever, som inte själva delar dessa antaganden, får svårare att identifiera sig med fysiken och kanske t.o.m. väljer bort studier i fysik när möjlighet ges. / Students’ presuppositions about the world are studied, together with the presuppositions the students associate with physics. It is from the starting point of our presuppositions about what the world is like that we try to interpret and understand new phenomena that we meet, for example in science class. The thesis primarily focus on presuppositions usually taken for granted in science, and presuppositions that are of interest for the relationship between science and religion. A specific content area was chosen for the students reasoning in the empirical studies: the origin and development of the universe and existential questions related to that. The thesis builds upon two studies. In the first one students’ written answers and statements during interviews have been studied, and in the second one students’ groupdiscussions were studied. Students in both studies are in their last year of upper secondary school, and all of them study the course Physics B. The results show that there are students that describe their own view and the view of physics in different ways. This is valid both for questions about the origin and development of the universe, and for questions for example about the relationship between science and religion. The results also show that presuppositions that are usually taken for granted in physics, not necessarily are easily associated with physics by the students. This can make it hard for them to understand reasoning and models in physics. In addition to this the results also show that the students associate scientistic views with physics. Scientism states that nothing more than things that are in the realm of science exists. This exclude the possiblity that other dimensions than the material one exist. Associating physics with presuppositions that are not necessary for physics (for example scientistic views) can have consequences for students not sharing those views, i.e. they will have a harder time identifing themselves with physics. Perhaps they will choose not to study physics when given a choice.

Schools are facing an increasing pressure to deal effectively with students' problem behaviors in the school environment. Research suggests that Behavior Monitoring Programs (BMPs) are effective and efficient secondary interventions to use in remedying problem behavior in the classroom and are acceptable to teachers, parents, and students. Most of the research on BMPs has been conducted at the elementary school level. The current study investigated the effectiveness of a BMP within a school-wide system of Positive Behavior Support (PBS) with three suburban high school students. Problem behaviors for each student were targeted based upon previous office discipline referral data (ODR) and teacher comments, and three behavioral goals were made for students based upon these findings, along with teacher input. Effectiveness of the intervention was measured by the increase in teacher's behavioral ratings on the Daily Behavior Report Card (DBRC). Furthermore, teachers, parents and students rated the intervention's effectiveness via a five-item intervention acceptability questionnaire. Results of the study suggest that the BMP intervention is both effective and acceptable for use with secondary students. All students experienced an increase in behavioral ratings on the DBRC during intervention. Across all students and all behaviors, the intervention resulted in an overall mean improvement of 63% in problem behaviors in the classroom. Average effect sizes were large while probability levels were low. Furthermore, all teachers, parents, and students rated the intervention as being acceptable. The average rating that all parents gave for all five items (on a 6 point scale with higher numbers indicating greater acceptability) was 5.2, while the average for students was 4.3. The student's teachers together rated all five items as 4.8.