Students' attitudes to learning physics at school and university levels in Scotland

The department of Physics of the University of Glasgow was concerned about losing students after the end of the level 1 Physics course. The current research project started as an attempt to find out the reasons for this, but moved to investigate attitudes towards Physics at several stages during secondary school and attitudes towards science with primary pupils. Analyses of factors, which influence students' intentions towards studying Physics, were performed against the background of the Theory of Planned Behaviour, which interprets people's behaviour by considering three factors: attitude towards behaviour (advantages or disadvantages of being involved in the behaviour, e.g. studying Physics for Honours); subjective norm (approval or disapproval of important people towards engaging in the behaviour, e.g. parents, teacher, general norms of the society); perceived behavioural control (skills, knowledge, cooperation of others, abilities, efforts required to perform the behaviour). Analysis of these factors revealed some reasons for students' withdrawal from Physics after level 1 and pointed to factors which may facilitate students' persistence in the subject. A general analysis of level 1 and level 2 students' attitudes towards different aspects of the university Physics course revealed that the level 1 students' attitudes towards their university course of lectures and course of laboratories tended to be negatively polarised. Recommendations were suggested on the basis of the gathered evidence about how to make students' experience in university Physics more satisfactory for them. The data obtained from the separate analyses of females' and males' attitudes towards university Physics course have showed that attitudes of females and males were similar. The only significant difference between level 1 females and males was found to be the perceived behavioural control factor (students' attitudes towards course difficulty, attitudes towards work load in the course), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics revealed that although boys and girls are equally interested in certain areas of the subject, there are areas in Physics where boys and girls interests are significantly different. No differences were found in intensity of boys' and girls' interests towards suggested Physics topics at primary P6/P7 level, S3 and S5/S6 levels. At S2 and S4 levels a significant decline of girls' interests relative to boys interests was observed. S2 and S4 stages are decision making ones when pupils have the opportunity to select courses for the future. It was also revealed that the ratio of boys to girls in Physics once established at S2 level remains unchanged through the years of Standard Grade and Higher Grade Physics courses. This may indicate that if the number of girls in Physics is an issue for concern then attention should be paid to the primary and, especially early secondary years to attract girls to Physics. School Physics courses in Scotland revealed a high retention rate of girls in Physics. Analyses of preferred activities revealed that practical work is the most enjoyable activity in Science/Physics lessons for both girls and boys at every stage of schooling and studying the theory was found to be the least enjoyable activity at school for both genders at every age. The picture was almost the reverse with university Physics students

Processes of Lexical Archaiza-tion and Neologization in Modern Yakut Language

The process of redistribution between the active and passive vocabulary of modern Yakut language is being examined. The reasons for the archaization of vocabulary are identified, outdated words are classified by type and lexical-semantic groups, and a layer of lexical innovations is also identified. The material for the study consisted of lexical units from literary works, periodicals, and Yakut language dictionaries. The scientific novelty of the study lies in the comprehensive examination and classification of layers of outdated vocabulary, neologisms, and de-archaized Yakut language vocabulary. The distribution of Yakut language archaisms into 14 lexical-semantic groups has been carried out. It has been proven that neologisms arise in the Yakut language through changes in the meaning of existing words, through the infusion of other language stocks, and through the activation of derivation processes based on their own means. It has been revealed that the process of de-archaization in the Yakut language is associated with the revival of traditional foundations of material and spiritual culture of the Yakuts. The results of the study confirm the systemic nature of changes in the lexical composition of the language, as well as their interrelation between phenomena of archaization, de-archaization, and neologization

Drawing Technique in the Study of the Ethnic Identity of Russian

The diversity of ethnic groups and cultures is necessary for the accumulation and development of a country's culture, and ethnic identity and ethnic identity can serve as a basis for the stability of society as a whole. However, it becomes impossible to establish contact between different ethnic groups without an understanding of the basic norms and values of these groups. Do not forget that the specific features of various ethnic groups are reflected in the life, traditions, customs and minds of people. The study of the problems of ethnic groups and ethnic identification has always been a complex and multidimensional problem, due to the difference in theoretical and methodological approaches to the study, the diversity of forms of manifestation of identity itself, a variety of factors that have an impact. In this article, an attempt is made to apply a qualitative - drawing methodology for the study of the ethnic identity of the ―Russians‖. The choice of technology is due to the very topic of the study, the self-identification of the ethnic group ―Russians‖ - as something difficult to explain, not susceptible to verbal expression. Here, the image acquires its value (compared to survey methods), allowing you to avoid insincerity in the answers and get answers that are suitable for interpretation to sensitive questions.Разнообразие этносов и культур необходимо для накопления и развития культуры страны, а этническая идентичность и этническое самосознание могут послужить базой для стабильности общества в целом. Однако установить контакт между разными этническими группами становится невозможным без понимания основных норм и ценностей этих групп. Не стоит забывать, что специфические черты различных этносов отражаются в быту, традициях, обычаях и сознании людей. Исследование проблем этносов и этнической идентификации всегда являлось сложной и многоаспектной проблемой, в связи с разницей в теоретических и методологических подходах к изучению, разнообразием форм проявления самой идентичности, множеством факторов, оказывающих влияние. В настоящей статье производится попытка применения качественной – рисуночной методики для исследования этнической идентичности «русских». Выбор техники обусловлен самой темой исследования, самоидентификация этнической группы «русских» – как нечто сложнообъяснимое, не поддающееся вербальному выражению. Здесь изображение и приобретает свою ценность (по сравнению с опросными методиками), позволяя избежать неискренности в ответах и получить пригодные для интерпретации ответы на сенситивные вопросы

School-based intervention to reduce anxiety in children: study protocol for a randomized controlled trial (PACES)

This is the final version of the article. Available from the publisher via the DOI in this record.BACKGROUND: Emotional problems such as anxiety and low mood in children are common, impair everyday functioning and increase the risk of severe mental health disorders in adulthood. Relatively few children with emotional health problems are identified and referred for treatment indicating the need to investigate preventive approaches. METHODS/DESIGN: The study is designed to be a pragmatic cluster randomized controlled trial evaluating the effectiveness of an efficacious school-based cognitive behavior therapy (CBT) prevention program (FRIENDS) on symptoms of anxiety and low mood in children 9 to 10 years of age. The unit of allocation is schools which are assigned to one of three conditions: school-led FRIENDS, health-led FRIENDS or treatment as usual. Assessments will be undertaken at baseline, 6 months and 12 months. The primary outcome measure is change on the Revised Child Anxiety and Depression Scale. Secondary outcome measures assess changes in self-esteem, worries, bullying and life satisfaction. An economic evaluation will be undertaken. DISCUSSION: As of September 2011, 41 schools have been recruited and randomized. Final 12-month assessments are scheduled to be completed by May 2013. TRIAL REGISTRATION: ISRCTN23563048.The project is funded by the NIHR Public Health Research Programme (09/3000/03