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Документ Dual-Component Ontograph Visualization(Yambol, Bulgaria, 2020) Pavlysh T. H.; Guraliuk A. G.; Rostoka M. L.; Cherevychnyi G. S.; Zakatnov D. O.; Павлиш Т. Г.; Гуралюк А. Г.; Ростока М. Л.; Черевичний Г. С.; Закатнов Д. О.Сьогодні існує кілька загальноприйнятих методів зберігання даних інформації в мережі. Одним із найсучасніших є представлення даних у напівструктурованому вигляді (з можливістю нечіткої формалізації) набір – база знань. У порівнянні з базами даних, цей вигляд має ряд переваг: можливість зберігати складну різнорідну інформацію; можливість розширювати та доповнювати опис предметної області без перепрограмування; видимість і доступність подання знань користувачеві. Дані в базі знань можуть бути у такому вигляді, що їх представлення за формалізованими правилами та алгоритмами є неможливими або неефективними. В даний час найбільш перспективним з точки зору представлення структур даних вважається онтологічне представлення, яке добре справляється з відображенням довільної структури. Більшість візуальних представлень онтологій – це зображення вузлів у вигляді набору умовних точок (малих геометричних фігур), з’єднані лініями – онтографи. Цей підхід до візуалізації менш інформативний і незручний для застосування в навчальному процесі. Потреба створювати нові підходи до подання інформації, реалізувати її доступність та ефективність використання стає все більш важливим. Поряд з традиційним інформаційним забезпеченням у такому вигляді величезними темпами почали розвиватися бази даних, бази знань, які ефективно, забезпечують значні конкурентні переваги. Важлива ознака знання основ є вміння працювати з наближеними множинами. Автори розробили онтографічну візуалізацію - технологія, частково реалізована на веб-ресурсі Ontos.xyz. Цей ресурс дозволяє візуалізувати вершини онтографа, зв’язки між ними та призначити кожному набору пов’язані з ним контексти. Кожен з вузлів онтографа містить певний опис контекст. Головною особливістю редактора Ontos є можливість призначити кожному вузлу контекст усіх типів, які підтримуються браузером. Включно з HTML-сторінками, ресурсами Web 2.0 тощо система реалізує візуалізацію баз знань, що складається з двох компонентів: а навігатор, який визначає шлях до деякого вузла онтографа, який має дочірні елементи та повзунок візуалізації для цього вузла, який відображає ці елементи. Переглядач бази знань – це повзунок, який нагадує слайдер фотогалереї з розширеною навігацією. Онтологічний підхід обслуговування баз знань може бути не тільки засобом організації знань. Знання основи, розроблені на основі онтологічного підходу, дають змогу активно працювати зі знаннями, розв’язувати проблеми, пов’язані з вихованням, розвитком штучного інтелекту, системи прийняття рішень і багато інших областей, де можуть бути приблизні набори. Today there are several generally accepted methods of storing data in an information network. One of the most modern is the presentation of data in the form of a semi-structured (with the possibility of fuzzy formalization) set – a knowledge base. Compared to databases, this view has several advantages: the ability to store complex heterogeneous information; the ability to expand and supplement the description of the subject area without reprogramming; visibility and accessibility of knowledge presentation to the user. But this advantage of them turns into a problem, which currently has been only partially solved. The data in the knowledge base can be in such a form that their presentation according to formalized rules and algorithms is impossible or ineffective. Currently, the most promising in terms of representing data structures is considered to be an ontological representation that copes well with displaying an arbitrary structure. Most of the visual representations of ontologies (Protégé in integration with OWLViz, OntoGraf, 3D Hyperbolyc, Tree, etc.) are images of nodes as a set of conditional points (small geometric shapes) connected by lines –ontographs. This approach to visualization is less informative and inconvenient to apply to the educational process. The need to create new approaches to the presentation of information, implement its accessibility and efficiency of usage is becoming increasingly important. Along with traditional information support in the form of databases, knowledge bases have begun to develop at a tremendous pace, which, when used effectively, provide significant competitive advantages. An important feature of knowledge bases is the ability to work with approximate sets. The authors developed ontograph visualization technology, partially implemented on the Ontos.xyz web resource. This resource allows you to visualize the vertices of the ontograph, the connections between them and assign each set of contexts that are related to it. Each of the nodes of the ontograph contains a specific descriptive context. The main feature of the Ontos editor is the ability to assign each node a context of all types supported by the browser. Including html pages, web 2.0 resources, etc. Also, the proposed system implements the visualization of knowledge bases, consisting of two components: a navigator that determines the path to some node of the ontograph that has children and a visualization slider for this node that displays these elements. The knowledge base viewer is a slider that resembles a photo gallery slider with advanced navigation. The ontological approach to servicing knowledge bases can be not only a means of organizing knowledge. The knowledge bases developed on the basis of the ontological approach make it possible to work actively with knowledge, to solve problems associated with education, the development of artificial intelligence, decision-making systems, and many other areas where approximate sets can be used.Документ Innovative and Scientific ECO Environment: Integration of Teaching Information and Communication Technologies and Physics(LNNS, 2022) Kuzmenko O. S.; Rostoka M. L.; Dembitska S. V.; Topolnik Y. V.; Miastkovska M. O.Given the trends of digitalization, the main directions of improving the educational process in institutions of higher education and the requirements for the next generation, it is important to develop a model of the innovative scientific ECO environment, where the modernized methodology will properly implemented in teaching physics in integration with ICT based on STEM education. Physical and technical training of future specialists (in particular, aviation) is a component of their professional training, which forms personally and professionally important qualities, readiness for training in the specialty “Aviation Transport”. Each of the disciplines (Avionics, Flight Dynamics, Aerodynamics, Radio Equipment, Flight Simulator etc.) of professionally oriented training has a positive effect on the level of professional competence of future professionals. Therefore, the method of teaching physics and professionally-oriented disciplines using ICT based on STEM-approach should promote the development of student’s critical thinking, creativity, skills of quick orientation and response in difficult situations. The effectiveness of the developed methodology based on STEM technologies is con-firmed by the conducted pedagogical experiment in technical institutions of higher education in Ukraine. The authors substantiate a model of innovative-scientific ECO environment; develop a methodological system for the formation of student’s knowledge of physics-based on fundamental end-to-end generating concepts, taking into account, transdisciplinary and professionally oriented approaches to technical disciplines based on STEM technologies.Документ Ontological Visualization of Knowledge Structures Based on the Operational Management of Information Objects(Springer Charm, 2021) Rostoka M. L.; Guraliuk A. G.; Kuzmenko O. S.; Bondarenko T. S.; Petryshyn L. P.The properties of ontological models to reflect the conceptual view of a researcher on a certain subject area and uniquely determine its concept, structure, accumulate and reuse knowledge repeatedly and make it possible to widely use it in the educational process. However, the existing tools for constructing ontological models of ontology knowledge (Protégé in integration with OWLViz, OntoGraf, 3D Hyperbolyc, Tree, TODOS, etc.) only partially satisfy the needs of the educational process. Currently, many methods and tools for visualizing ontologies are used. The choice of a particular visualization method is specific and has its own characteristics depending on the task. When choosing visualization tools, it is important that they do not only help to effectively reflect all the information, but, at the same time, allow the user to perform easily various operations on ontologies. There is no single definite method that is universal. So, a viable solution is to provide the user with several visualization options so that it is able to choose the one that is suitable for its current needs. The article describes the author’s web resource http://ontos.xyz, designed to create and visualize the hierarchical structure of subject areas using an ontograph. An ontograph is implemented as a combination of content-containing concepts (vertices, nodes) and the relationships between these concepts. The authors determine the possibilities of using the ontological approach in the pedagogical process by the example of working with the web resource they created, which provides convenient use of ontologies. The article discusses examples of using ontologies to provide semantic annotation for collections of images, sound and other non-text objects; for the development of documentation of arbitrary volume; for building directories with the ability to support the surjective connection of objects (nodes); to simplify the performance of search work, etc. The purpose of the article is to reveal the features of the use of ontological structures for visualizing knowledge schemes and components of the operational management of information objects.Документ Psychological factors of emotional intelligence of service employees of state employment service(Editura Universităţii «Aurel Vlaicu», 2021) Raievska Y. M.; Rostoka M. L.; Bondarenko T. S.; Kuzmenko O. S.; Kelemen G. V.The article considers emotional intelligence as a subject of scientific knowledge in psychological science and its impact on the professional success of employees of the state employment service. The relevance of the study of psychological factors of emotional intelligence of employees of the employment service is associated with unpredictable socio-economic and political conditions of society in our country, which require considerable transformation by the public employment service. All transformations are directly related to the staff of this service because it is specialists who must master new approaches, innovations, as well as competencies to reach a new qualitatively higher professional level, to best meet the needs of customers of the service. Theoretical analysis of psychological factors of emotional intelligence of employees of the state employment service is given. The general strategy of empirical research is stated and the choice of methods for determination of the level of emotional intelligence of employees of the employment service and psychological factors influencing this level is substantiated. The sample of employees of the employment service is substantiated. A qualitative and quantitative analysis of the results of the study, as well as a comparative analysis of the levels of manifestation of indicators of psychological factors in groups of specialists with different soot work in the employment service. The stages of social and psychological support for activating the development of emotional intelligence for effective professional activity and successful self-realization of the personality are revealed. The content of the training program provides a comprehensive impact on the cognitive (assessment), emotional (experience) and behavioural (communicative behaviour) areas of personality. The training program is based on the basic principles of socio-psychological training practice – establishing a connection (affiliation), empathy, acceptance of others, cognitive processing of experience. The most productive methods of activating the development of emotional intelligence were the basic methods of socio-psychological training (group discussion, role play) and means of art therapy (dance therapy, music therapy, etc.). The use of techniques and methods of art therapy during socio-psychological training has proven their effectiveness.Документ Transdisciplinarity of vocational education in the context of STEM-teaching of physics(IATED, 2021) Kuzmenko O. S.; Rostoka M. L.; Topolnik Y.V.; Vasyuchenko P. V.The innovative development of the educational and scientific field based on STEM education, in particular its professionally oriented environment, is determined by the principles of Industry 4.0. In the vector of the introduction of the methodology of a transdisciplinary approach to teaching physics and professionally oriented training of future aviation specialists, it is important to develop new methods of a professional orientation based on STEM technologies. The authors consider this problem as complex, which in the course of their research covers the justification of the relevance and feasibility of introducing STEM-approach (as a kind of transdisciplinary) in the educational process of higher education institutions using STEM technologies. Since, the solution of such problems, in particular the analysis of the specifics of physical phenomena and laws, which a priori are a fundamental part of mastering any profession, is impossible within a narrow discipline. The purpose of the research is to theoretically substantiate the professional teaching of physics based on STEM technologies in transdisciplinary professional education and to develop appropriate methods that will provide training subjects with their active cognitive-exploratory, independent activities. This, in turn, helps to improve the quality of vocational education. The concept of the research is the formation and development of STEM skills in future technical specialists in the process of teaching physics and outlines the principles of fundamentality based on transdisciplinarity of vocational education, taking into account the readiness of subjects to solve learning problems based on STEM technologies (3-D modelling, robotics kits, 3-D printing, augmented and virtual reality, etc.), which is now an important aspect for their training. Taking into account the purpose and hypothesis of the research, the authors used the following methods: theoretical (analysis of textbooks, manuals and publications that reflect the problem of research on STEM education and clarification of ontological and semantic connections in the context of the term «transdisciplinarity»; specific pedagogical: methods of teaching physics that contribute to the study of modern physical scientific positions and achievements, trends in the development of physics in technical institutions of higher education); empirical (diagnostic and sociometric methods) (observation, survey, content analysis) to determine the level of interest and activity of students in teaching physics and professionally oriented disciplines using STEM technologies); pedagogical experiment, experimental verification of methods of teaching physics and professionally oriented disciplines based on STEM technologies, taking into account the professional orientation of the content of education. The reliability of scientific results and conclusions is provided by: methodology of initial positions of research, conformity of research methods to its purpose, representativeness of the sample, various approbation of basic provisions of scientific research in pedagogical experiment and introduction of the developed technique of teaching physics and professionally oriented disciplines. acquisition of a profession), discussion of theoretical positions and concrete results of researches among like-minded people at various scientific and practical events (conferences and scientific seminars), application of a complex of research methods. The total number of participants in the experimental study is 532 students (including 254 control groups and 278 – experimental). The transdisciplinary strategy of this research is outlined in the following areas: improving the content and system of professionally oriented teaching of physics, taking into account the principles of the digital age; strengthening the connection between the teaching of physics courses and the professional orientation of students of higher professional education in non-physical specialities based on a transdisciplinary approach. The authors also emphasize the need to introduce comprehensive transdisciplinary research in the scientific and educational space based on the STEM approach and the implementation of the best results in the practice of vocational education.