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Документ Creativity as a psychological means of pedagogical creativeness(Дрогобицький державний педагогічний університет імені Івана Франка, 2020) Zinchenko V. М.,; Revutska S. К.; Зінченко В. М.; Ревуцька С. К.У статті розглядається креативність як психологічний механізм інженерно-педагогічної творчості. Зазначається, що для майбутнього викладача технічних дисциплін правомірно розглядати питання не про ізольований розвиток технічної або педагогічної творчості, а про їх органічне поєднання як основи педагогічної майстерності педагога, що певною мірою характеризується креативністю. Надано визначення креативності, дивергентного та конвергентного мислення. Увага акцентується на тому, що конвергентне мислення – вид мислення, звичайно асоційований з вирішенням проблем та інтелектом або будь-яким іншим типом завдань, коли людина працює над отриманням однієї правильної відповіді; цей термін протиставляється дивергентному мисленню, коли людина розробляє нову й оригінальну лінію мислення, яка може містити низку можливих рішень проблеми. Описані базові показники креативності, зокрема швидкість, оригінальність, гнучкість, сприйнятливість, метафоричність тощо. Проаналізовано зв’язок інтелекту та креативності. Кожній професії відповідає нижній допустимий рівень розвитку інтелекту. Особи, які мають рівень інтелекту нижче цього рівня, не можуть оволодіти конкретною професією. Якщо рівень інтелекту вищий за нижній допустимий рівень, то прямої залежності між інтелектом і рівнем досягнень немає. Високий рівень розвитку інтелекту зумовлює високий рівень творчих здібностей і навпаки. Люди з високим рівнем інтелекту й низькою креативністю – жертви традиційної системи освіти, яка ставить собі за мету забезпечення учнів максимальною кількістю готових знань. На розвиток творчих можливостей учня впливає творча професійна діяльність викладача. Одночасно саме в процесі творчої професійної діяльності розкриваються творчі можливості педагога, відбувається їх реалізація та розвиток. За таких умов виникає необхідність підготовки викладача до усвідомлення рівня власної творчої професійної педагогічної діяльності, формування у нього потреби аналізувати власний педагогічний досвід і впроваджувати педагогічний досвід інших фахівців із урахуванням своєї творчої індивідуальності. The article deals with creativity as a psychological means of pedagogical creativeness. This paper states that future teachers of technical subjects should reasonably consider not only isolated technical or pedagogical creativeness development, but also their organic integration as the bases of teacher training skill formation, to some extent characterized by creativity. The creativity term is defied as well as determined with divergent and convergent thinking. This research focuses on the fact that convergent thinking is the kind of thinking usually associated with problem solving or intelligent skills. Additional definition of convergent thinking represents solving any other type of problem referred to get a right answer. This term is opposed with divergent thinking, when a person develops a new and original way of thinking that may contain a number of possible problem solutions. This paper describes the key basic characteristics of creativity, in particular the speed, originality, flexibility, sensitivity, metaphoricity etc. Moreover this article analyzes the interrelation of intelligent skills and creativity. Certain permissible level of intelligence corresponds to any profession. Individuals who have IQ below this level can not master a particular profession. If intelligent skills are higher than the lowest permissible level, there is no direct correlation between intelligence and achievements. A high level of intelligence causes the higher levels of creative abilities and vice versa. People who have high intelligent skills and low creativity are the victims of the traditional education system aimed to provide students with the maximum of ready made knowledge. The development of student creative skills is mostly influenced with the creative professional teacher activity. Simultaneously in the process of creative professional teacher working his / her creative skills are revealed, implemented and developed. Under such conditions, it is necessary for teachers to be aware that their own creative professional education activities are in need. Teachers should also analyze their own teaching experience and implement pedagogical experience of other leading experts, taking into account their creative individuality.Документ Digitization of the educational and scientific space based on STEAM education(Springer Cham, 2024) Dembitska S. V.; Kuzmenko O. S.; Savchenko I. M.; Demianenko V. B.; Safronova H. U.Society’s social demand for highly qualified specialists capable of innovative engineering and technical activities actualizes the need to ensure the quality of engineering and technical training. Such changes require modernization of higher technical education at the legislative and administrative levels. Therefore, the introduction of innovative STEAM (virtual and augmented reality, IT technologies, robotics) into the educational process of higher education institutions is a relevant element of the formation of STEAM skills in students. The purpose of the research is the scientific substantiation, conceptualization and development of a digitalization system of the educational and scientific space of a higher education institution based on STEAM technologies, which will contribute to the adaptation of education seekers to educational activities, ensure procedurally and increase the quality of education. The object of research is the educational process in institutions of higher education. The subject of the research is the theoretical and methodological justification of the possibility and expediency of creating a model of digitalization of the educational and scientific space based on the principles of STEAM education. To achieve the outlined goal, the authors used the following research methods: theoretical-comparative and retrospective analysis of pedagogical, psychological, and sociological sources on the research problem; determined the theoretical foundations of the formation of the digitalization system of the educational and scientific space of the higher education institution based on STEAM; empirical (diagnostics (questionnaires, surveys) to find out the level of interest and activity of students in learning engineering and technical disciplines based on STEAM; pedagogical experiment.Документ English language (Renewing the Speech of Lawyers in the Postmodern Society)(Постмодерністські відкриття, 2022) Dzevytska L.; Дзевицька Л.The article considers the issue of legal discourse evolution in the context of today’s civilization informatization in the postmodern era and intercultural dialogue which determines the understanding of fundamental judicial notions relative to the consciousness of an individual as a subject of legal and economic operations, as well as an implementer of social-economic and cultural rights. Given that the Internet environment in the 21st century is characterized by hypertextual discourse, this raises the matter of differentiation between objective and axiological scientific knowledge contributing to a deeper understanding of the universe. The principles of further research in different scientific fields (humanitarian, natural, social, technical, physical and mathematical sciences) in the context of their social and socialization role in the information society are perceived as the coevolutionary basis of the informational civilization. Also noteworthy is the functional structural analysis of terms’ extraction from the symbolization of the language system, the prospective analysis of legal terms’ functioning, the study of their formal and semantic structure, the classification of legal sublanguage terms and the adjustment, unification and standardization of the term-based system. У статті розглядається питання еволюції правового дискурсу в контексті інформатизації сучасної цивілізації в добу постмодерну та міжкультурного діалогу, що визначає розуміння фундаментальних юридичних понять щодо свідомості особи як суб’єкта правових та економічних операцій, як а також реалізатор соціально-економічних і культурних прав. Враховуючи те, що Інтернет-середовище ХХІ століття характеризується гіпертекстуальним дискурсом, виникає питання про розмежування об’єктивного та аксіологічного наукового знання, що сприяє глибшому розумінню Всесвіту. Як коеволюційну основу інформаційної цивілізації сприймаються принципи подальших досліджень у різних наукових галузях (гуманітарних, природничих, соціальних, технічних, фізико-математичних наук) у контексті їх соціальної та соціалізаційної ролі в інформаційному суспільстві. Заслуговує на увагу також функціонально-структурний аналіз виділення термінів із символізації мовної системи, перспективний аналіз функціонування юридичних термінів, дослідження їх формально-семантичної структури, класифікація юридичних субмовних термінів та коригування, уніфікація та стандартизація термінової системи.Документ Improvement of self-educational activity of students of technical specialties based on innovative society development (on the example of studying physics)(Institute of Public Administration Affairs in Lublin, 2021) Dembitska S. V.; Kuzmenko O. S.; Дембіцька С. В.; Кузьменко О. С.У положеннях наукової статті авторами розглянуто трактування понять «самоосвітня діяльність» і «самоосвітня компетентність» у навчанні фізики в технічних закладах вищої освіти. Виокремлено особливості цього процесу та наявні недоліки щодо формування самоосвітньої компетентності майбутніх фахівців технічних спеціальностей. Обґрунтовано необхідність розробки стратегії поетапного управління самоосвітньою діяльністю студентів у процесі професійної підготовки й окреслено її можливі напрями. До умов її ефективного провадження в освітній процес технічних закладів вищої освіти віднесено забезпечення мотивації до здійснення самоосвітньої діяльності на засадах інноваційності й цифрової адженди; розкриття змісту самоосвіти; створення проблемних навчальних ситуацій, а також сприяння розвитку рефлексії в майбутніх фахівців технічних спеціальностей. Перспективами подальших наукових розвідок визначено розробку методичного забезпечення управління самоосвітньою діяльністю студентів технічних спеціальностей у процесі отримання фаху та її апробацію в реальних умовах закладів вищої освіти. In the provisions of the scientific article, the authors consider the interpretation of the concepts of “selfeducational activity” and “self-educational competence” in the teaching of physics in technical institutions of higher education. The peculiarities of this process and the existing shortcomings in the formation of the self-educational competence of future specialists in technical specialities are highlighted. The necessity of developing a strategy of stepby-step management of student’s self-educational activity in the process of professional training is substantiated and its possible directions are outlined. The conditions of its effective implementation in the educational process of technical institutions of higher education include: motivating to carry out self-educational activities based on innovation and digital agenda; disclosure of the content of self-education; creating problematic learning situations, as well as promoting the development of reflection in future specialists in technical specialities. Prospects for further scientific research are determined by the development of methodological support for the management of self-educational activities of students of technical specialities in the process of obtaining the speciality and its testing in real conditions of higher education institutions.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 Integration of a methodological system of teaching physics and professionally oriented disciplines of the court of contribution(Publishing House of Polonia University „Educator”, 2022) Kuzmenko O. S.; Savchenko I. M.; Savchenko Y. V.; Kryński A. А.The current state of the education system is characterized by the transition to a new qualitative level, which has positive changes in the teaching of physics and professionally oriented disciplines based on STEM technologies. Therefore, the current stage of development of physics education aims to solve the problems of formation, development and self-realization of the students/cadets, which becomes possible by creating appropriate pedagogical conditions that promote self-knowledge, self-improvement and development of creative potential. The article considers the methodological aspects of integration in the development of methods of teaching physics and professionally-oriented disciplines based on STEM technologies. The conceptual apparatus of «integration» and «interdisciplinarity» is outlined. The scientific and theoretical aspect of the methodology of teaching physics based on STEM-technologies in terms of integrated and interdisciplinary approaches is considered, and the effectiveness of the proposed methodological system of teaching physics and professionally oriented disciplines on compliance with educational programs of technical aviation, which also allows to ensure the formation of the basic conceptual apparatus of physics in students and strengthen their independent cognitive and exploratory activities. The results of the study were tested and received a positive assessment at various levels of activities.Документ Methodical features of implementation of the relationship between symmetry and asymmetry based on stem education(JASU, 2022) Kuzmenko O. S.; Savchenko I. M.; Demianenko V. B.The authors analyze the concept of symmetry and asymmetry in the process of teaching physics in technical institutions of higher education. The relationship between symmetry and asymmetry in the process of teaching physics based on STEM technologies is revealed. The use of fundamental ideas of physics (for example, symmetry and asymmetry) taking into account STEM technologies is highlighted. The interrelation of symmetry and conservation laws about their fundamentality is clarified; the technique of the integrated approach of physics and disciplines of the professionally-oriented profile, on an example of studying cosmetic loadings, is presented. It was found that the formation of independent cognitive-exploratory activities of students should use physics problems with consideration of fundamental concepts, such as symmetry caused by the development of motives, cognitive interest and scientific thinking and the acquisition of professional competencies. The demonstration of engineering and technical component of STEM education and development of methods of studying disciplines taught to students of technical institutions of higher education, taking into account the integrated approach and interdisciplinary links, is relevant. The transition to STEM training requires improving the methodology of teaching physics in terms of integrated, systematic, professionally-oriented approaches, which includes: the use of new methods, techniques, teaching aids that would help solve several methodological problems; application and introduction in the educational process of physics of interesting and important scientific achievements, as well as strengthening those aspects that stimulate and intensify the independent cognitive activity of students of technical institutions of higher education. It is established that to improve the quality of teaching physics in future technical specialists it is necessary to systematically improve the methodology of educational and cognitive activities, and more widely apply STEM-learning technologies, which leads to productive mental and practical activities of students in the process of mastering educational material. In the future, work on the study of this problem can be carried out in the following areas: development of a new approach to changing the structure and content of working curricula, improving the content and system of teaching physics taking into account STEM technologies, strengthening the connection between the teaching of physics course and the professional orientation of students of non-physical specialities of technical universities in the context of STEM education.Документ Methodological features of professionally oriented education of physical engineering disciplines based on STEM technologies: aspect of ontological approach(JASU, 2021) Kuzmenko O. S.; Demianenko V. B.; Savchenko I. M.; Demianenko V. M.The article considers the urgency of the problem of interrelation of teaching physics and professionally-oriented disciplines based on STEM-technologies in the conditions of ontological approach in the process of training students in engineering and technical education according to the educational-professional program of speciality 272 “Air Transport”. Developed and proposed methods of teaching physics based on STEM-technologies, taking into account the definition of ontology aimed at forming STEM skills in subjects, due to the statement before educational institutions significantly improve the quality of students’ knowledge, the role of learning in shaping student’s thinking and cognitive abilities development of STEM education. It is determined that one of the innovative directions of modern education is the introduction of STEM education, which involves the integration of sciences aimed at the development of STEM technologies, innovative thinking and meeting the need for well-trained engineering and technical specialists. The methodical features of professionally-oriented teaching of physical engineering disciplines based on STEM technologies taking into account the ontological approach are substantiated. In the process of conducting a pedagogical experiment, theoretical and empirical research methods were used. In particular, the analysis of philosophical, psychological-pedagogical, educational-methodical literature, recommended textbooks and manuals on methods of teaching physics in the context of the development of STEM education was carried out. Observations, questionnaires, testing, surveys, interviews with scientists and students were conducted. These experimental results were comprehensively analyzed and processed, quantitative data using the methods of mathematical statistics. The results of a comparative experiment to identify the effectiveness of the proposed method of teaching physics in the context of STEM education showed that the level of physical knowledge, skills and abilities of students in control groups is lower than the corresponding level in experimental groups.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 Review of Modern Pedagogical Technologies and Methods in the Field of Philology According to European Standards (Literature Review)(Revista on line de Política e Gestão Educacional, 2023) Alieva G. B.; Honcharuk V.; Pavliuk N.; Zinchenko V.; Sivachenko I.; Алієва Г. Б.; Гончарук В.; Павлюк Р.; Зінченко В.; Сіваченко І.Метою статті є аналіз наукових поглядів на огляд сучасних педагогічних технологій і методик, які використовуються в європейських університетах для підготовки майбутніх фахівців філологічного профілю. Для досягнення поставленої мети використовувалися методи корпоративного аналізу, дедукції та індукції. Результати актуалізують сучасні педагогічні та інноваційні технології, які активно використовуються у Франції, Німеччині, країнах Центральної та Східної Європи. Відповідно, в українській практиці така одностайність залишається дискусійною, оскільки умови навчання та вступу різні. При цьому також наголошується на важливості використання сучасних досягнень цифрової культури, яка глибоко вкорінена в суспільні процеси. У висновках резюмується актуальність французького досвіду для українських реалій, яка полягає у «шліфуванні» теоретико-методологічних концепцій освіти відповідно до потреб ринку праці The purpose of the article is to analyze scientific views on the review of modern pedagogical technologies and methods used in European universities to train future specialists in the specialty of philology. To achieve this goal, the methods of corporate analysis, deduction, and induction were used. The results actualize modern pedagogical and innovative technologies actively used in France, Germany, and Central and Eastern Europe. Accordingly, in Ukrainian practice, such unanimity is still debatable since the conditions of study and admission are different. At the same time, the importance of using the modern achievements of digital culture, which is deeply rooted in social processes, is also emphasized. The conclusions summarize that the French experience is relevant to Ukrainian realities, which consists of “polishing” theoretical and methodological concepts of education in accordance with the needs of the labor marketДокумент STEM-моделювання фізичних явищ у процесі навчання студентів професійно-технічним дисциплінам в закладах вищої освіти(РВВ ЦДПУ імені В. Винниченка, 2018) Кузьменко О. С.; Kuzmenko O. S.Окреслено проблему застосування методу STEM-моделювання як засобу підготовки студентів у процесі навчання фізики в технічних закладах вищої освіти. Розглянуто поняття моделювання та основних засобів STEM-моделювання, що використовуються у навчальному процесі фізики та дисциплін професійного напряму в закладах вищої освіти технічного профілю на засадах STEM-освіти. The problem of using the STEM-modeling method as a means of training students in the process of teaching physics in technical higher education institutions is outlined. The concepts of modeling and the main STEM-modeling tools used in the educational process of physics and professional disciplines in higher education institutions of technical profile on the basis of STEM education are considered.Документ The fundamentality of the laws of innovation processes in the educational eco environment: the aspect of teaching physics on the basis of STEM(JASU, 2024) Kuzmenko O. S.; Savchenko I. M.; Demianenko V. B.; Savchenko Y. V.In the article, as a result of the research, the main directions of innovations in the educational activity of higher education institutions in the context of the development of innovations, in particular STEM education, are identified and analyzed. It has been established that the development of innovativeness affects the modernization of higher education, in particular technical in the context of STEM education. It has been found that the development and implementation of STEM education as a component of innovativeness affects the modernization of physics teaching methods in technical higher education institutions, and physics in particular. This modernization requires taking into account the general trends in the development of psychological and pedagogical aspects of higher education in the context of globalization and European integration processes. The main regularities and conditions of functioning of innovative educational processes in technical institutions of higher education are considered. The concepts of interdisciplinarity and levels of integration of scientific knowledge are analyzed and highlighted: intradisciplinary, interdisciplinary, supradisciplinary, transdisciplinary. The result of the innovation process is the transformation of new types and ways of human life into socio-cultural norms and models that ensure their institutional design, integration and consolidation in the culture of society. New knowledge that arises as direct experience within the framework of research work is removed from the sphere of the cognitive process and transformed into an innovative process in new systems of technological activity. STEM innovations are one of the main socio-cultural prerequisites for the development of social practice, its enrichment with new cognitive, technological forms of human experience, which are subject to reproduction in the process of their mastery by students of higher education of the new generation. It was determined that the achievement of the professional goal for the subject of training is ensured by integrated scientific knowledge of physics and professional disciplines, which is a prerequisite for mastering methods of solving industrial problems, where the difference between educational and professional activities from practical and cognitive activities is considered, taking into account the concept of STEM education.Документ The Use of Mathematical Packages of Applied Programs in the Educational Process(Springer, Cham, 2025) Ivaniuk V. А.; Miastkovska M. О.; Dembitska S. V.; Kuzmenko O. S.Modern specialists in engineering fields need not only deep knowledge but also the ability to use mathematical packages of application programs (MPAP) to solve complex problems. Despite the significant advantages of MPAP, their use in the educational process is limited due to methodological insecurity and lack of knowledge among teachers. In this article, the authors examine the effectiveness of MPAP in the training of specialists and develop methodological recommendations for their integration into the educational process. An analysis of the didactic capabilities of MPAP (MatLab, MatchCad, Mathematica, SciLab, Octave) and an experimental verification of their effectiveness at the Faculty of Physics and Mathematics showed that MPAP: increases interest in learning mathematics; provide opportunities for visualization of material, individualization of learning, development of graphic culture, involvement in research work, independent preparation and control of knowledge. The developed methodical recommendations for the integration of MPAP in the educational process will help overcome the problems associated with their use and improve the quality of training of specialists.Документ Theoretical and methodological fundamentalization of science education in the conditions of integration of physics and professionally oriented disciplines on the basis of STEM-education(JASU, 2022) Kuzmenko O. S.; Savchenko I. M.; Demianenko V. B.The emphasis of science education is to increase students science literacy through investigative measures that include planning, measuring, observing, analyzing data, developing and evaluating procedures, and studying evidence based on the introduction of modern learning technologies (STEM-technologies). The article considers the concept of science as a pioneer of “science education”, substantiates the theoretical and methodological fundamentalization of science education on the basis of STEM-education of a technical institution of higher education. It is de-termined that the main function of the system of science education is to provide society with scienceally literate citizens. The information and resources (usually financial) reinforce this system. In the article we have formed a model of science on the development of STEM-educational trends of innovative development of education in Ukraine. We have formed the features of science education on the basis of STEM-technologies that will contribute to the introduction of modern methods of teaching physics and professionally oriented disciplines. The integration processes in education in recent years have become increasingly important, as they are aimed at implementing new educational ideals – the formation of a holistic system of knowledge and skills of the individual, the development of their creative abilities and potential. The idea of integrated teaching of physics and professionally oriented disciplines is relevant, because its successful methodological implementation involves achieving the goal of quality science education, i.e. competi-tive education, able to ensure each person to achieve a life goal, creative self-affirmation in various social spheres. Learning science will allow students to lead a full and responsible life, encouraging them to learn independently, solve new situations, think critically, think creatively, make informed decisions and solve problems. Students should also develop an understanding of the relationship between science, technology, society and the environment (STSE), and strengthen the ability to integrate and apply knowledge and skills in physics and vocational disciplines in technical freelance education. They must be able to address changes and challenges in a constantly evolving society and con-tribute to the science and technological world.Документ Training of specialists in technical specialties to professional activity according to the requirements of transdisciplinary approach(VNTU Publishing House, 2023) Dembitska S. V.; Kobylianska I. M.; Kobylianskyi O. V.; Kuzmenko O. S.Relevance: based on the analysis of the features and the current state of training of specialists in technical specialties, it was established that there is an urgent need to form a new generation of employees who are able to systematically improve their professional level and implement measures and means to ensure the appropriate level of safety at their workplace. Objective: construct a structural and functional model of training specialists in technical specialties for labor protection professional activity according to the requirements of the integrative methodological approach. Methods: theoretical (analysis of scientific and methodical publications reflecting the problem of research, generalization of the best domestic and foreign pedagogical, regarding the training of specialists in technical specialties for labor protection professional activity); empirical (questionnaires, testing, surveys to find out the level of readiness of future specialists for labor protection professional activities; expert surveys; observation of the educational process). Results: modern approaches to the training of specialists in technical specialties for labor protection professional activity according to the requirements of a transdisciplinary methodological approach were analyzed; an appropriate structural and functional model has been proposed for the implementation of such training of specialists in technical specialties, which contains methodological, technological and diagnostic blocks. Conclusions: based on the results of the analysis of scientific and methodological publications and pedagogical practice on the problem under study and the conducted expert survey, a list of pedagogical conditions for training specialists in technical specialties for labor protection professional activity was created according to the requirements of an integrative methodological approach, and a list of pedagogical conditions for its implementation was determined (ensuring positive motivation of students regarding the acquisition of labor protection competencies, knowledge, abilities and skills; development of appropriate educational and methodological support; ensuring the professional orientation of labor protection disciplines and the use of information technologies at all stages of the professional training of future specialists in technical specialties).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.Документ Автоматизоване проектування у навчанні фізики як засіб впровадження елементів STEM-освіти в закладах вищої технічної освіти(РВВ ВНТУ, 2019) Кузьменко О. С.; Kuzmenko O. S.У статті проаналізовані системи автоматизованого проектування, що доцільно впроваджувати в навчальний процес вивчення фізики у ЗВО технічного профілю з урахуванням засад STEM-освіти. Розглянуто основні функціональні можливості систем: автоматизованого проектування для Windows, управління проектно-конструкторською документацією, параметричного твердотільного моделювання (важкого класу, високого рівня, середнього класу), автоматизованого проектування технологічних процесів, інженерні розрахункові додатки. Об’єкт дослідження – методика навчання фізики на основі систем автоматизованого проектування з виділенням основних елементів STEM-освіти в ЗВО технічного профілю. Метою статті є аналіз змісту навчання фізики внаслідок впровадження програмного та технічного забезпечення систем автоматизованого проектування на основі технологій STEM-освіти в системі професійної підготовки фахівців технічного напряму навчання. Нами визначено, що проектувальна діяльність охоплює технічні та інженерні компоненти STEM-освіти у навчанні фізики з урахуванням міждисциплінарного та інтегрованого підходів і розкриває у суб’єктів навчання сформовані STEM-компетентності. Відмітимо, що до провідних засобів STEM-освіти в технічному напрямі потрібно віднести комп’ютерно-графічні системи. Аналізуючи розвиток інноваційної діяльності та сучасних ІКТ, весь процес проектування виконується на комп’ютері з використанням технологій двовимірної та тривимірної графіки. Відповідно, комп’ютерна графіка є системою методів, алгоритмів, програмних засобів для введення, обробки та відображення графічної інформації, перетворення даних у графічну форму, що відображає технічні елементи STEM-освіти. Вона є важливим складником сучасних інформаційних систем і на її базі працюють системи автоматизованого проектування. Перспективою подальших досліджень є розробка методики навчання фізики на основі автоматизованого проектування з урахуванням засад STEM-освіти в закладах вищої технічної освіти. The article analyzes computer-aided design systems, which are advisable to implement in the educational process of studying physics in the HEIs, taking into account the principles of STEM education. The basic functionalities of computer-aided design systems for Windows are considered: management of design documentation, parametric solid-state modeling (heavy, high or middle class), computer-aided design of technological processes, engineering design applications. The object of study is a methodology for teaching physics on the basis of computer-aided design systems with the allocation of the main elements of STEM education in HEIs. The aim of the article is to analyze the content of physics education as a result of the introduction of software and hardware for computer-aided design systems based on STEM education technologies in the vocational training system for technical specialists. We have determined that design activities encompass the technical and engineering components of STEM education in physics education, taking into account interdisciplinary and integrated approaches, and disclose formed STEM competencies in subjects of education. Note that the leading means of STEM-education in the technical field should include computer-graphic. Analyzing the development of innovative activities and modern ICT, the entire design process is performed on a computer using two-dimensional and three-dimensional graphics technologies. Accordingly, computer graphics is a system of methods, algorithms, software for entering, processing and displaying graphic information, converting data into a graphic form that reflects the technical elements of STEM education. It is an important component of modern information systems and computer-aided design systems operate on its basis. The prospect of further research is the development of methods of teaching physics based on computer aided design taking into account the principles of STEM education in institutions of higher technical education.Документ Аксіоматико-дедуктивна система онтологій на засадах STEM-освіти(РВВ ЦДУ імені В. Винниченка, 2025) Кузьменко О. С.; Дембіцька С. В.; Кобилянський О. В.; Кобилянська І. М.; Пінаєва О. Ю.; Kuzmenko O. S.; Dembitska S. V.; Kobylyanskyi O. V.; Kobylyanska I. M.; Pinaeva О. Y.Сталий розвиток суспільства та, загалом, добробут людей забезпечується розвитком техніки, інженерії, математики та інформаційних технологій. Ці сфери потребують спеціалістів, попит на яких стабільно зростає, що робить дослідження розвитку освітнього середовища з використанням STEM-технологій актуальним. Відповідно до сучасних тенденцій розвитку інноваційної парадигми освіти та основні напрями вдосконалення освітнього процесу закладів вищої освіти, розроблена аксіоматико-дедуктивна система онтологій навчання фізики та математики, що ґрунтується на принципах аксіоматики та інформатики на засадах STEM-освіти. Система забезпечує ефективне ознайомлення здобувачів освіти з організацією метадисциплінарності логіко-семантичного ядра онтологій, що потрібно для подальшого вивчення дисциплін професійного напряму з урахуванням прикладного аспекту (навчання інжинірингу, радіоелектроніки, електротехніки, основ безпілотних літальних апаратів, робототехніки та інших) і спрямована не тільки на якісне, науково та методично обґрунтоване викладання змісту онтологій, що забезпечується навчальною діяльністю викладача, а й, головним чином, на активізацію самостійної навчально-пошукової діяльності студентів. Гіпотеза дослідження: забезпечення ефективності формування STEM-skills в майбутніх фахівців технічних спеціальностей можливе за рахунок наукового обґрунтування та побудови АДСО, яка сприятиме розвитку готовності до розв’язання професійних завдань у майбутньому. Метою статті є теоретичне обґрунтування аксіоматико-дедуктивної системи онтологій навчання фізики та інформатики на засадах STEM-освіти. Об’єктом дослідження є процес моделювання та розроблення аксіоматико-дедуктивної системи онтологій для навчання фізики та інформатики за вимогами трансдисциплінарності. Предметом дослідження є моделювання, симуляції, онтоорієнтовані інформаційні системи для навчання фізики, інформатики в ЗВО. Авторами виокремлено основні принципи застосування комп’ютерних моделей на заняттях з фізики та інформатики в аксіоматико-дедуктивній системі онтологій на засадах STEM-освіти. Ефективність розробленої аксіоматико-дедуктивної системи онтологій фізики та інформаційних технологій на засадах STEM-освіти підтвердилась експертною оцінкою. Sustainable development of society and general well-being of people is ensured by the development of technology, engineering, mathematics and information technologies. These areas require specialists, the demand for which is steadily growing, this makes the study of the educational environment development using STEM technologies relevant. In accordance with the current trends in the development of the innovative paradigm of education and the main directions of improving the educational process of higher education institutions, an axiomatic-deductive system of ontologies for teaching physics and mathematics has been developed, which is based on the principles of axiomatics and computer science on the basis of STEM education. The system provides effective familiarization of students with the organization of the metadisciplinarity of the logical-semantic core of ontologies, which is necessary for further study of disciplines of the professional direction taking into account the applied aspect (teaching engineering, radio electronics, electrical engineering, the basics of unmanned aerial vehicles, robotics, and others) and is aimed not only at high-quality, scientifically and methodically substantiated teaching of the content of ontologies, which is provided by the teacher’s educational activities, but also, mainly, at activating the independent educational and search activities of students. Research hypothesis: ensuring the effectiveness of STEM-skills formation in future specialists of technical specialties is possible due to scientific substantiation and the construction of ADOS, which will contribute to the development of readiness to solve professional tasks in the future. The purpose of the article is the theoretical substantiation of the axiomatic-deductive ontology system of teaching physics and computer science on the basis of STEM education. The object of the study is the process of modeling and development of axiomatic-deductive ontology system for teaching physics and computer science according to the requirements of transdisciplinarity. The subject of the research is modeling, simulations, onto-oriented information systems for teaching physics, informatics in higher education establishments. The authors identified the main principles of using computer models in physics and computer science classes in the axiomatic-deductive system of ontologies based on STEM education. The effectiveness of the developed axiomatic-deductive system of ontologies of physics and information technologies based on STEM education was confirmed by expert evaluation.Документ Аксіоматично-дедуктивна система онтологій на засадах STEM-освіти(Національний центр «Мала академія наук України», 2025) Кузьменко О. С.; Засенко О. Ю.; Шаповалов Є. А.; Kuzmenko O. S.; Zasenko O. Yu.; Shapovalov Ye. A.У статті розглядається методика навчання фізики на основі STEM-технологій, що охоплює інтеграцію науки, технологій, інженерії та математики в освітній процес. Особливу увагу приділено створенню аксіоматико-дедуктивної системи онтологій на засадах STEM, яка є основою для структурування й формалізації знань з фізики. Така система забезпечує логічну взаємодію між основними фізичними поняттями, законами та процесами, даючи змогу створити чітку і зрозумілу картину для здобувачів освіти, що важливо для глибшого розуміння наукової картини світу. Розкрито поняття моделі та онтологічної моделі, що є фундаментальними для побудови STEMпідходу в навчанні фізики. Онтологія дозволяє ефективно організувати знання у вигляді набору взаємопов’язаних об’єктів і понять, що допомагає суб’єктам навчання краще орієнтуватися у складних теоретичних концепціях з фізики і застосовувати їх на практиці. Одним з важливих аспектів методики є використання сучасних цифрових STEM-комплектів, таких як Pasco та Phywe, а також робототехнічних комплектів, що дають змогу здійснювати інтерактивне навчання через експерименти і практичні завдання. Ці комплекти забезпечують можливість вивчення фізичних законів у реальному часі, проведення досліджень з допомогою сучасних інструментів вимірювання й аналізу, що сприяє розвитку практичних навичок у здобувачів освіти. Використання таких технологій дозволяє створити динамічне й мотивувальне середовище для навчання, в якому суб’єкти навчання можуть самостійно здійснювати дослідження, перевіряти теоретичні знання і знаходити практичні застосування отриманим знанням з фізики. Впровадження STEM-технологій характеризується інтеграцією різних дисциплін, що сприяє розвитку у здобувачів освіти критичного мислення, аналітичних здібностей та навичок розв’язання складних задач. Застосування робототехнічних комплектів сприяє розвитку у здобувачів освіти навичок програмування, інженерії та математики, що є важливими компонентами STEM-освіти. Апробація запропонованої методики засвідчила її високу ефективність у процесі навчання фізики на засадах STEM. Результати експериментів свідчать про підвищення якості засвоєння матеріалу здобувачами освіти, збільшення їхнього інтересу до науки і розвитку soft skills. Використання цифрових та робототехнічних комплектів значно підвищує мотивацію здобувачів освіти до вивчення фізики, сприяє формуванню глибших і стійкіших знань. The article discusses the methodology of teaching physics based on STEM technologies, which includes the integration of science, technology, engineering and mathematics into the educational process. Particular attention is paid to the creation of an actomatics-deductive system of ontologies based on STEM, which is the basis for structuring and formalizing physics knowledge. Such a system provides a logical interaction between basic physical concepts, laws and processes, allowing to create a clear and understandable picture for students, which is important for a deeper understanding of the scientific picture of the world. The concepts of “model” and “ontological model”, which are fundamental for building a STEM approach to teaching physics, are revealed. The ontology allows to effectively organize knowledge in the form of a set of interrelated objects and concepts, which helps learners to better navigate complex theoretical concepts in physics and apply them in practice. One of the important aspects of the methodology is the use of modern digital STEM kits, such as Pasco and Phewe, as well as robotics kits that allow for interactive learning through experiments and practical tasks. These kits provide an opportunity to study physical laws 27 in real time, conduct research using modern measurement and analysis tools, which contributes to the development of practical skills of students. The use of such technologies allows to create a dynamic and motivating learning environment in which students can independently conduct research, test theoretical knowledge and find practical applications of the acquired knowledge in physics. The peculiarity of implementing STEM technologies is the integration of different disciplines, which creates opportunities for students to develop critical thinking, analysis and complex problem solving. The use of robotics kits contributes to the development of programming, engineering and mathematics skills in students, which are important components of STEM education. The testing of the proposed methodology has shown its high efficiency in the process of teaching physics based on STEM. The results of the experiments indicate an improvement in the quality of learning by students, an increase in their interest in science and the development of soft skills. The use of digital and robotic kits significantly increases the motivation of students to study physics and contributes to the formation of deeper and more sustainable knowledge.