Reviewerly/exHarmony huggingface dataset:
Making sense of L2 written argumentation with keystroke logging

This study examines associations between writing behaviors manifested by keystroke analytics and the formulation of argument elements in L2 undergraduate writers' writing processes. Ninety-nine persuasive essays written by L2 undergraduate writers were human annotated for Toulmin argument elements. The corresponding keystroke logs were segmented and analyzed to characterize the dynamics of writing processes for different categories of the elements. A multinomial mixed-effects logistic regression model was built to predict argument categories using the keystroke analytics. The study reported that L2 undergraduate writers' text production for final claims and primary claims featured P-bursts (execution processes delimited by pauses exceeding 2 seconds) of longer spans but lower production fluency compared to that for data. In addition, fewer revisions were observed when L2 writers were constructing final claims than when they were formulating data. These findings shed light on the varying cognitive loads and activities L2 undergraduate writers may experience when building different argument elements in written argumentation.
Text structure as an indicator of the writing development of descriptive text quality

Composing a well-written text is a prolonged and challenging process. The present study explored the incipient stages in descriptive texts written (pen and paper) or dictated by 283 Hebrew-speaking Israeli children in second to fifth grades. This study aims to better understand the interplay between age, literacy-related abilities, and descriptive text quality by exploring developmental aspects across grade levels regarding text structural quality, length of text and literacy related abilities, and by analyzing the relation between text structural quality and literacy related abilities (cognitive, transcriptional, linguistic, and reading), beyond length of text and grade level. Regarding the developmental aspects, the results indicate that text structure quality becomes more sophisticated and complete with age, attaining high-quality descriptive text structure from third grade on in the production of autonomous texts with genre-driven elaborate features. Length of text and literacy related abilities also increase with age. Regarding the relation between text structural quality and literacy related abilities, we found in 2nd grade, for P&amp;P text, a significant total effect of syntactic lexical ability on text structure rank, partially mediated by length of text, and a weaker but still significant direct effect of syntactic lexical ability on TS rank, when controlling for length of text. We also found in 5th grade, for DICT text, a significant total effect of reading high ability on TS rank, not mediated by length of text.
Sub-Disciplines in Security Sciences: On the Need to Distinguish Them

The article attempts to address the issue of the need to distinguish sub-disciplines in security sciences. A scientific discipline is a basic and lowest-order category within the classification system of individual fields of science. Security science in Poland has been classified as one of many disciplines in the field of social sciences. The problem was formulated as a question: based on which criteria can sub-disciplines be distinguished in the security sciences? The aim is to identify the basic sub-disciplines in security sciences and to propose a criterion for their distinction. Critical literature analysis and research design were adopted as the primary methods. There is no established criterion for the division into individual sub-disciplines in Poland. The author proposes to distinguish sub-disciplines based on the following criteria: theoretical, practical, types of institutions, and levels of organization of different security sectors. It is based on the assumption that security sciences require a clarification of the substantive scope within sub-disciplines through which the discipline’s identity can be built up, and research can be carried out as part of further scientific work.
METHODS OF FORMING CONCEPTS OF INNOVATIVE SOFT SKILLS OF DIGITAL TECHNOLOGIES

The article is devoted to the problem of distinguishing the concepts of digital transformation, digitalization, digital technologies and soft skills of digital technologies, the structure and content of each of them is created. The concept of digital transformation is considered as the introduction of innovative technologies (artificial intelligence, cloud solutions, data analytics, the Internet of Things, etc.) into the life of society, which automatically changes the corporate culture and processes of using the power of these technologies. It’s not just a software or hardware update. it is a change in the way of thinking and new rules of doing business in a world where innovative technologies instantly determine the general rules of the game. Therefore, the concepts of digitization and digital technologies will be derived here. Having important conclusions about digital transformation, digitization and digital technologies, we came to the conclusion that digital components effectively contribute to the development of digital competences in the whole variety of digital soft skills. Digital technology is a big world where information is converted into bits, qubits, and trips and used for data processing, transmission, and storage. The structure of the concept of soft skills of digital technologies is clearly shown. It covers 12 concepts and 34 connections between them. They cover communication and collective platforms, time management, problem solving, critical thinking, adaptation, writing computer programs, programming languages, and others.
USING OF ELEMENTS OF STEM EDUCATION FOR FORMING POSITIVE MOTIVATION OF STUDENTS

In terms of education reforming, the use of innovative educational trends, which includes STEM education, is of great importance. The article analyzes the main documents of the introduction of STEM education into the modern Ukrainian pedagogical space, defines the essence of the concept of “motivation to learn” and “STEM education”. The experience of apply ing elements of STEM education for the formation of positive motivation of schoolchildren during the summer school “Chernihiv this is Us!” at T.H. Shevchenko National University “Chernihiv Colehium” was revealed. Fragments of master classes using elements of STEM education are presented: “Making paper from recycled materials”, “The world under a microscope”, “Drawing with flowers and berries”, “Let’s make an eternal flashlight”, “Giant soap bubbles”. Conducting of master classes with elements of STEM education showed that children actively use the acquired knowledge in everyday life, develop critical thinking, the ability to find alternative ways to solve problems; self-confidence appear, increase interest in finding additional natural and technical information, and, accordingly, increase positive motivation to study.
DEVELOPMENT OF METHODOLOGICAL COMPETENCE OF FUTURE TEACHERS OF PHYSICS AND COMPUTER SCIENCE IN THE CONTEXT OF MULTIDISCIPLINARITY IN THE EDUCATIONAL PROCESS

The article is devoted to the transformation of professional and methodological training of future teachers of physics and computer science in higher education institutions. The modern tendencies of updating the content for professional training for future teachers of physics and computer science on the basis of the fundamental provisions of the Concept of the New Ukrainian School are analyzed. The necessity of updating and/or improving the professional training for future teachers in accordance with the current trends in reforming the education sector and introducing innovative techniques, methods and means of teaching that would ensure that the personal qualities and acquired competencies of university graduates meet the needs and requirements of the modern labor market is substantiated. The article outlines the importance of preparing a modern teacher to organize and implement project-based learning technology in general secondary education institutions. The stages of students’ (future teachers’) work in organizing students’ project activities are described. An indicative “Template of the methodological passport of the educational project” has been developed, according to which students develop scenarios for the implementation of educational projects in the educational process of a modern school. An example of a scenario for a training project developed by students which was successfully tested during the pedagogical practice of students in general secondary education institutions is presented.
FORMATION OF THE SUBJECT COMPETENCES OF THE FUTURE PHYSICS TEACHER USING ICT

The article considers the importance of the competence approach in the training of future specialists, which means the focus of the educational process on the formation and development of key and subject competencies of the individual. The need to improve the system of professional training of future teachers based on a rational combination of traditional and innovative forms of organization of the educational process, in particular the use of modern pedagogical software training tools, is well-founded. The methodological features of conducting physics classes when using ICT differs from the classical one in that the teacher needs to develop new structural and logical schemes, a whole package of electronic materials (electronic applications in the form of tables, graphs, diagrams, electronic textbooks, presentations, video materials, complexes of electronic virtual laboratory works, etc.) before classes. ICT tools allow the teacher to expand the possibilities of presenting various types of information, to activate the attention of students, to strengthen their motivation, to develop cognitive processes: thinking, imagination and fantasy, to introduce modelling of physical processes and objects, to carry out automated control of knowledge, to implement the technology of remote and personally-oriented teaching.
A SYSTEMATIC APPROACH TO THE DEVELOPMENT OF PATRIOTIC BELIEFS IN STUDENTS DURING THE IMPLEMENTATION OF THE TASKS OF THE EDUCATIONAL PROCESS IN PHYSICS

The article is devoted to the consideration of the possibilities of implementing a particularly relevant today’s educational task – the formation of patriotic beliefs in students during the study of physics. It is emphasized that the situation in our country has confirmed with specific examples how patriotic beliefs can become an obstacle for internal and external threats to the country’s security, which puts the education of patriotism in the first place among educational tasks. The fallacy of the opinion, according to which the education of a sense of patriotism is the task of teachers of subjects of humanitarian and social cycles, is noted. It has been proven that the content of subjects of the natural cycle also provides significant opportunities for the formation of a patriotic position, and in this context physics is the first among these subjects. It was established that an import ant role is played by the physics textbook, if the modeling of the educatio nal material in it is carried out on the basis of a systematic approach to acquaint students with facts related to the history of the development of physics in Ukraine, the stages of physical research, and the scientific output of outstanding Ukrainian physicists. It is shown that methodological approaches to modeling and structuring of educational material aimed at forming patriotic beliefs in students in physics textbooks by are scientifically based and pedagogically effective. M.I. Shut, M.T. Martynyuk, L.Yu. Blagodarenko, which have a pronounced patriotic orientation.
ARTIFICIAL INTELLIGENCE AS A DRIVER OF INNOVATION IN EDUCATION

The article analyzes various approaches to the use of artificial intelligence in education. The main trends of scientific research in this direction are clarified. The currently existing models and implementations of artificial intelligence and their potential opportunities for innovation in education are described in detail. It is shown that the majority of scientific research on the use of artificial intelligence, in particular generative models, is focused on evaluating their capabilities for accurate and adequate answers to questions, solving problems, etc. Instead, there is a lack of research on the development of new teaching methods and technologies that include artificial intelligence as a means of learning. One of these areas of scientific research can be the use of artificial intelligence in the development of educational projects, STEM projects. It is important to focus the efforts of methodologists and scientists on the following aspects of the application of artificial intelligence in education: development of research skills by means of artificial intelligence; the use of artificial intelligence as a teacher’s assistant in preparing for lessons; development of new teaching methods and technologies using artificial intelligence; the formation of critical thinking in students without the involvement of artificial intelligence, instead, the development of critical thinking (previously formed) with the use of artificial intelligence.
PROBLEMS OF COMMUNICATION OF THE PARTICIPANTS OF THE EDUCATIONAL PROCESS WHEN STUDYING MATHEMATICS IN THE CONDITIONS OF DISTANCE EDUCATION

The article considers the relevance of the problem of communication between the participants of the educational process at the faculty of primary education when studying mathematics in the conditions of distance learning. An analysis of the latest research and publications was made, and the main communication problems of participants in the educational process were revealed. This is a description of various Internet platforms for organizing educational activities. The methods of organizing the educational process of distance learning in the study of mathematics at the faculty of primary education are described.
MULTIDISCIPLINARY APPROACH AS THE MAIN CONDITION FOR THE EFFECTIVE IMPLEMENTATION OF THE MODERN MODEL OF NATURAL SCIENCE EDUCATION IN UKRAINE

The article examines the problems of natural science education in Ukraine and their negative impact on the state of the intellectual sphere of society in the direction of the creation, dissemination and use of new scientific knowledge, as well as its transformation in the conditions of rapid changes in the global world space. It has been established that today the main problem of natural science education is its preservation without losing the high level at which it was distinguished in the past. It was noted that the main shortcoming of natural science education is the separation of disciplines of the natural science cycle with the maximum concentration on narrowly specialized training of specialists. It has been proven that one of the most effective modern models of formation of natural scientific knowledge is an educational model built on the basis of a multidisciplinary approach, which will ensure optimal integration of natural scientific disciplines and thorough fundamental training of specialists who have chosen the natural scientific branch of knowledge for professional activity. It is proposed to pay special attention to the preparation of interdisciplinary master’s programs. It is emphasized that in the conditions of a multidisciplinary approach in the implementation of natural science education, the importance of its integration with academic science is significantly increased.
THE PLACE OF AUGMENTED REALITY TECHNOLOGIES IN THE PREPARATION FOR LABORATORY PAPERS IN PHYSICS

The article considers the possibilities of using augmented reality technologies in teaching physics, in particular, in the preparation and conduct of laboratory work. The advantages of using AR in the educational process of a general secondary education institution are highlighted. It is noted that augmented reality technologies are at the stage of their development and require the development of teaching methods, and for the successful integration of AR tools into the educational process of a general secondary education institution, the teacher must perform the role of an expert in the content of digital educational resources and the selection of resources for specific educational goals; coordinator of students’ activities in the digital environment; and also perform functions related to accompanying and motivating students to use AR tools in the educational process. The use of a number of applications for preparing for laboratory work was analyzed and it was noted that the use of AR contributes to the growth of interest in the subject, since the process is visualized and elements of interactivity are present (even in the complete absence of equipment); makes it possible to view objects in 3D space; is modern, original and aff ordable.
THE ROLE OF MOBILE APPLICATIONS IN IMPROVING THE EDUCATIONAL PROCESS IN PHYSICS

The article proves the relevance of the problem of using mobile technologies in the educational process of physics, in particular mobile applications, 3D models and AR (augmented reality, AR) technologies due to the need to implement a research teaching method that provides a significantly higher level of activation of cognitive activity physics students. Special attention is paid to the ArBook mobile application as a modern and effective educational tool. The advantages of using ArBook in the study of physics are considered; methods of its application during blended learning are proposed; the practical results of the application of augmented reality technology in the study of topics in physics are presented. Possibilities and features of the organization of student training using augmented reality technologies are described on the example of the experience of using them in the educational process, and the positive aspects of their application are determined. An assessment of the effectiveness and feasibility of using mobile technologies in the mixed education of students was carried out, thanks to which it was confirmed that the use of mobile technologies and technologies of augmented reality during the educational process in physics contributes to increasing the success of students.
USE OF ARTIFICIAL INTELLIGENCE AND DEEP LEARNING METHODS IN CLOUD COMPUTING

Artificial intelligence (AI) is increasingly being implemented in many applications in various sectors such as healthcare, education, security and other areas of human activity. Recently, there has been a rapid development of cloud computing technologies, which has led to the introduction of artificial intelligence into cloud computing to improve and optimize the technological services provided. The deployment of artificial intelligence in cloud applications has led to the creation of autonomous computing, with the help of which systems achieve the declared results without human intervention. Despite the amount of research on autonomous computing, the work of implementing AI in cloud computing to improve its performance and resource allocation remains a fundamental challenge. Our research highlights the various manifestations, roles, trends and challenges associated with AI-based cloud computing models. Future directions for the use of AI in next-generation computing for new computing paradigms such as cloud environments are proposed. The application of algorithms and methods based on artificial intelligence, cost savings, automation, reduction of energy consumption and solving complex problems of cloud computing are the main conclusions presented in our article.
FORMING OF TECHNICAL THINKING BY STEM EDUCATION OF THE FUTURE TEACHER OF PHYSICS

The article substantiates the significance of the development of the technical thinking of the physics teacher in the conditions of his professional training. The peculiarities of the teacher’s professional mentality have been revealed. The need for the development of pedagogical thinking, as well as technical thinking, as a special one for the subject field, is substantiated. It is shown that technical thinking is the process of reflecting objects and processes of technical activity in the human mind. This type of thinking is associated with mental activity aimed at operating technical images in their static and dynamic state. Qualitative analysis of the structure and process of technical thinking allows to substantiate the concept of “technical thinking”. Technical thinking is a practicalactive thinking aimed at operating technical images during the production and creative activity of a person. It is able to solve complex production tasks in any standard or critical situation. STEM education is a specialization directions of education, the main emphasis of which is on the education of exact and natural sciences, from the addition of continuous innovative and technological components. It is absolutely fair to say that STEM is the best solution for the future professionals in the engineering and technology. The basis for STEM education is scientific methods, mathematical modelling, engineering design and innovative thinking. From this description, it may seem that we are talking about an education designed exclusively for the training of future IT professionals, and this will be partially true. However, STEM education is broader, because it combines sciences with a creative approach and develops of different sides in the personality of the future physics teacher.
DETERMINING NATURAL AND SCIENTIFIC PREREQUISITES OF RESULTATIVE AND QUALITY EDUCATION OF AN INDIVIDUAL

Long-term author’s research and our analytical generalizations of the experience of domestic and foreign scientists on the problems of quality education of an individual provide grounds for the affirmative use of the formula [1–3], – KNOWLEDGE = Intelligence + Worldview, – which reflects not only the result, but also the educational process. cognitive activity of an individual. In fact, the results of an individual’s educational and cognitive activity – KNOWLEDGE – are formed as a result of his understanding and assimilation of educational material, which is built in educational institutions in accordance with the state order (standard) for educational services [1, p. 15–22]. Educational material is not only the subject content of the educational standard, the target curriculum and a complete package of their educational and methodological support, but also an information and communication environment that contributes to its qualitative assimilation, such that the one who is being taught must also teach someone (advise, commenting, experimenting, interpreting, challenging, defending, creating, mentoring, etc.) is a condition for achieving the predicted result in learning High effectiveness and quality of education become extremely relevant in the aspect of total natural and scientific literacy of each individual – a valuable priority of the information and communication educational environment. Thus, the evidential review of the European experience (PISA) convincingly illustrates: natural and scientific literacy of an individual is a priority at both the national and international levels. In numerous scientific and pedagogical studies and works, it has been proven that total natural and scientific education focuses on the implementation of technologies of binary target orientations (a subject + its teaching method) as a means of forming a complete natural and scientific credo of an individual: ensuring the readiness of a teenager, young person, specialist for learning throughout life and mastering the experience of mankind regarding the creation and use of high technologies in any sphere of safe, innovative human activity.