Reviewerly/exHarmony huggingface dataset:
METHODOLOGICAL APPROACHES TO MANAGEMENT OF THE EDUCATIONAL ENVIRONMENT OF THE PROFESSIONAL DEVELOPMENT OF TEACHERS

The article considers the main methodological approaches to the management of the educational environment for the professional development of teachers. The results of the study made it possible to single out those methodological approaches that most closely correspond to the process of managing the educational environment of the professional development of teachers in the institution of general secondary education. Among them are systemic, person-oriented, competence, activity, environmental, cultural, synergistic, acmeological, androgogical, axiological, technological, qualitative and diagnostic. The mentioned approaches do not contradict each other, but, on the contrary, complement each other, which ensures the choice of the tactics of scientific research, which is related to the development of a system of management of the educational environment for the professional development of teachers in an institution of general secondary education.
THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF DESIGNING AND IMPLEMENTING STEM EDUCATION

In the course of developing the strategy and theoretical and methodological foundations for designing and implementing STEM education of students, in the context of the prospects for social and labor development, it is necessary to harmonize their psychological sphere and form the ability to interact productively through education in the context of the general secondary education system. In the process of interaction, according to the proposed algorithm, with certain forms, methods and means of education, consciousness is formed at a new level of development, which is due to the ability to introspect and the accumulation of multifaceted psychological experience. The result is the ability to engage in productive activities that meet the interests, capabilities and aptitudes in the context of adaptability to employers' needs. The student's perspectives are considered as a dynamic characteristic of professional self-determination and a forecast of changes in the labor market, which allows to project the success of adaptation to existing conditions and to identify the compliance of their own capabilities with the requirements of productive activity through STEM education.&#x0D; Modern STEM education should ensure the formation of competence levels of students who are able to analyze productive activities and solve problems, be ready for continuous learning and development in a rapidly changing technical and technological environment. It has numerous trends, as it is dynamically developing and adapting to the requirements of the modern world and rapidly changing technologies. The trends outlined in the report indicate the systemic development of STEM education as an important component of the modern educational process aimed at preparing students for life and work in the modern innovation space.&#x0D; The development and implementation of STEM education is based on theoretical and methodological principles that define the basic principles and approaches to its development. These theoretical and methodological foundations help to create a basis for the productive implementation of STEM education, contributing to the development of students' competence levels and preparing them for productive interaction in the modern world. At the same time, the development of educational and methodological support (EMS) for STEM education includes several key stages and requires the cooperation of various specialists in the fields of science, technology, engineering and mathematics.&#x0D; Testing and evaluating the effectiveness of organizational forms, methods and means of implementing STEM education in the process of competence formation are important for ensuring the quality of education and further improving the educational process. The next stage of further research in this area is to develop the content of STEM education and requirements for student training, which should systematize the links between the purpose, means and results of the formed qualities, values and competencies and the conditions for their productive application.
ARTISTIC AND AESTHETIC TOOLS OF THE ART OF DANCE AND THE ART OF WORD AS A RESOURCE OF AESTHETIC EDUCATION OF SCHOOL STUDENTS IN THE PROCESS OF SCIENTIFIC PRACTICE

The authors of the article proposed an innovative way of aesthetic education for schoolchildren, which is carrying out scientific practice that combines literature and choreography. The advantages of using an activity approach in the formation of key competencies and end-to-end skills of a child, the application of theoretical knowledge from literature and choreography in practice, the formation of self-education skills, teamwork, successful integration into society and self-realization are highlighted. The authors emphasize that for the formation of an effective system of aesthetic education, it is necessary to use not only traditional approaches, but also to look for new ways of interaction between the teacher and the student.&#x0D; It was concluded that the system of non-traditional approaches to the organization of educational and cognitive activities is the optimal form of comprehensive implementation of the system of ways and methods and pedagogical conditions for increasing the effectiveness of aesthetic education. Generalized is not only a theoretically justified assumption, but also pedagogical experience tested during scientific practice.
SCIENTIFIC AND METHODOLOGICAL ASPECTS OF STUDY GRAPHIC CULTURE AND DESIGN BY FUTURE TEACHERS OF TECHNOLOGICAL EDUCATION

The article analyzes the variety of interpretations of the concept of "culture" in the social sciences and the importance of understanding this concept. The concept of "design" and its various aspects, including graphic design, are also studied, the role of graphic design in creating a modern subject environment and in satisfying artistic and aesthetic needs is indicated, the role of graphic images in various contexts is considered, including their use for displaying data and creating technical drawings and drawings. Also highlighted is the problem of graphic training of future technology teachers and the importance of integrating graphic training with coaching tools, revealed graphic culture as a key aspect of communication and the use of graphic language in various spheres of life. It was determined that almost 90% of information is perceived by a person visually, thereby emphasizing the advantages of graphic information over text. The relationship between graphic and artistic culture was studied, and various components of graphic culture were identified, including motivational-value, cognitive, operational-activity and creative. The importance of the development of graphic culture is emphasized, as it is a necessary component of the professional activity of future technology teachers. The importance of the formation of graphic terminology and skills among students is highlighted, as well as the active use of information technologies in the educational process. It is noted that graphic culture is aimed at increasing the level of creativity and developing the abilities of students in the field of creating graphic images.
DIGITAL VISUALIZATION OF EDUCATIONAL CONTENT IN THE PROCESS OF FORMING DIGITAL COMPETENCE OF FUTURE MATHEMATICS TEACHERS

In the article, the author reveals the essence of the concept of digital visualization of educational content as an educational product created with the help of digital tools and stored in digital format. It was found that digital educational content can be saved both on a local device and accessible on the network through computer tools. Digital visualization of educational content in the process of forming the digital competence of future mathematics teachers is positioned as a technology that provides conditions for students to create and use digital visual materials in mathematics, based on the principle of multimedia and a project approach. The stages of the technology are defined and characterized: motivational and preparatory, which involves motivating mathematics students to create digital educational content by holding motivational events (round tables, watching video materials, presentations of digital educational resources in mathematics, attending online lessons of mathematics teachers, etc.); project-research, which leads to the study of possibilities to visualize various topics from the school mathematics course, as well as the application of a project approach to the digital visualization of educational content in mathematics (mini-projects to create a visual model of the lesson, information projects to create infographics, group projects to create digital notes lectures, manuals, methodical recommendations, distance courses, etc.); content-technological, which involves the selection of digital tools for digital visualization of educational content: tools for creating infographics, mind maps, structural and logical diagrams, video materials, platforms for distance courses, software applications for digital format manuals, etc.; presentation-resultative, which actualizes the final student online conference, at which mathematics students or project groups will present the results of their work: mathematics infographics, mind maps, structural-logical schemes, video materials, distance courses, digital format manuals, etc.
DEVELOPSNG STUDENTS’ MOTIVATION IN LEARNING MATHEMATICS IN ENGLISH

Motivation is an urge to act because all human actions are motivated. Motivation is seen as one of the crucial factors that influence student engagement, learning outcomes, and overall academic success. The article is devoted to the issue of formation of students’ motivation when studying mathematics. It is a multifaceted concept that can be influenced by various external and internal factors. The work provides a description and analysis of conducted scientific research related to motivation.&#x0D; Motivation is considered the most important component of educational activity, through the implementation and with the help of which the activation of educational activity and the development of the creative potential of future specialists are carried out. Therefore, an important element of education is the education of motivation to acquire knowledge. Motivation is an urge to act necessary to solve some professional tasks. The important conditions for the formation of educational motivation of university students in the process of studying the disciplines of the mathematical cycle are substantiated: the definition of the goals of educational activity, the selection and construction of means for the formation of educational motivation that contributes to the activation of the student’s educational activity, and the analysis of the process and results.&#x0D; Based on some methods, the level of formation of student’s motivation in the process of studying mathematics was revealed. The education of positive learning motivation is facilitated by the general atmosphere at the university, and the cooperative relationship between the teacher and the student. The obvious need for the teacher's help is not in the form of direct intervention in the performance of the task, but in the form of advice that prompts the student himself to make the right decision; involving the student in assessment activities and forming an adequate self-assessment. Such activity requires the development of programs, courses of lectures, seminars, methodical manuals, didactic materials, problem books, etc.
EXPERIENCE OF USING THE LIKAR_NMU DISTANCE PLATFORM IN TEACHING STANDARDISATION OF MEDICINES TO FUTURE PHARMACIST

The article highlights the productive experience of the Bogomolets National Medical University in using the LIKAR_NMU distance learning platform in teaching the standardisation of medicines to future pharmacists. It has been found that the LIKAR_NMU distance learning platform meets the main requirements for its implementation and application in the educational process of higher medical (pharmaceutical) education institutions: it is reliable in operation, easy to use and manage, characterised by compatibility, modularity, and safety.&#x0D; The practical experience of using the LIKAR_NMU distance platform as a corporate version of the open-source Moodle system has revealed that the following LIKAR_NMU resources are most in demand among teachers and students of higher pharmaceutical education when teaching medicines standardisation: «Book»; «Inscription/Title»; «Page»; «Folder/Directory»; «File»; «IMS-content package»; «URL (web link)» and successfully proved the activities available in the menu of the LIKAR_NMU distance platform, in particular: «H5S»; «Database»; «Selection»; «Wiki»; «Glossary»; «Tasks &amp; Assignments»; «Chat».&#x0D; It has been established that due to the flexibility of the resources of the LIKAR_NMU distance platform, the teacher can create and manage the e-learning course «Standardisation of Medicines», namely, personally control access to it; create author's systems for assessing students’ learning achievements; use time limits for completing various types of tasks; determine the timing of sending assignments, webcases, tests completed by students, while recording the timeliness / untimeliness of their receipt for verification, etc. In addition to the function of assessing the knowledge of future masters of pharmacy, the LIKAR_NMU distance platform has mechanisms for storing current grades of each student, setting up a grading scale, semi-automatic recalculation of test results, etc.
USE OF INTERACTIVE TECHNOLOGIES FOR THE FORMATION OF A CULTURE OF PROFESSIONAL COMMUNICATION IN HIGHER EDUCATION ACQUIRES

The essence of the use of interactive technologies for the formation of a culture of professional communication among students is considered.&#x0D; The main classifications of types of interpersonal interaction are named. Two main types of interpersonal interaction are distinguished.&#x0D; In the field of education, methods and forms of teaching are divided into non-traditional and traditional. The task of teachers of higher education institutions is to choose such teaching methods and forms of education that would allow each student of education to show creativity and activity. That is, along with traditional methods and forms of education, there are specific ones that are discussed in the article.&#x0D; Despite the fact that interactive technologies require a significant amount of time for the training of both the student and the teacher, the result of such classes becomes an incentive for further work with these innovative teaching methods. The advantages of interactive technologies in comparison with traditional methods of the educational process are determined.&#x0D; The rules that, when observed, remove the manifestation of stiffness in communication, establish harmonious relationships between people, and create an attractive image for the interlocutor are analyzed.&#x0D; The main principles of interactive technologies are highlighted.&#x0D; Forms of formation in the educational process of an innovative higher school are shown.
APPLICATION OF INTERACTIVE TEACHING METHODS IN BIOLOGY LESSONS AS A MEANS OF IMPROVING STUDENT ACHIEVEMENT

The article examines the issue of the use of interactive learning technologies in secondary education institutions, their importance in the process of studying the material of biological content in biology lessons. The use of interactive methods contributes to the formation of communication skills, the ability to clearly and consistently express one's opinion, analyze, formulate conclusions, work in a team, increases interest in the educational material, which, as a result, contributes to the improvement of student success. The use of interactive exercises in biology lessons at school enables students to realize themselves, increase the level of their knowledge, creates comfortable conditions in the learning process, improves the development of critical thinking of students, contributes to better memorization of educational material, forms and develops general educational competences of students in biology.&#x0D; Examples of the use of such methods as "who will determine first", "my mood in the lesson", "teaching-learning", "openwork saw", "brainstorming", "incomplete sentence", "associative bush", "microphone", " intellectual map", "tree of knowledge", "yes - no", "questionnaire-reflection", "point of support", "cheat sheet", "doctor consults", "incomplete sentences", "recall", "catch a mistake", " my mood in class", "you - me, I - you", "circle of ideas", "word cloud" in the process of studying the material of the biological direction in biology lessons.&#x0D; Biology lessons were held for the 6th and 8th grades of the secondary school. Exercises and interactive learning methods were used in the experimental classes, but not in the control classes. In both classes, at the end of each lesson, an express test was conducted on the parallels, which made it possible to trace whether the interactive exercises were effective, and in which class the students' success rate was higher. The average score of students before the use of interactive learning technologies was calculated. On the basis of the received data, an analysis of the level of assimilation of knowledge, abilities and skills of students was carried out.&#x0D; As a result of the pedagogical experiment, the interest and high activity of students in the application of interactive teaching methods was revealed. From the analysis of the level of assimilation of knowledge, abilities and skills, with the help of calculating the average score and the indicator of qualitative success, it is possible to draw a conclusion about the correct selection of exercises and methods. When comparing the performance indicators in the experimental classes, in which interactive exercises were used, and in the control classes, where traditional training was conducted, it was established that in the former, the average score and the qualitative performance indicator of students increased relative to the initial values.
INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH TO TEACHING NATURAL SCIENCES

The article "Interdisciplinarity as an Innovative Approach to Teaching Natural Sciences" explores the importance of an interdisciplinary approach in teaching natural sciences. The authors argue that the interdisciplinary approach allows for a deeper understanding of the subjects and involvement of students in active work with more sources of information. The article focuses on how interdisciplinarity can be applied in the teaching of science subjects such as physics, chemistry, and biology. The authors provide specific examples of how these different disciplines can be integrated to create a holistic approach to learning. For example, you can learn physical laws by applying them to chemical experiments or study biological processes using physical principles.&#x0D; The authors also explore the challenges that arise when applying an interdisciplinary approach to teaching science, including the need to ensure sufficient time for in-depth study of each discipline. However, with the help of innovative teaching methods, such as the use of interactive materials and computer programs, it is possible to reduce this challenge and ensure effective learning. Natural sciences are the key to understanding the world around us, because they help us unravel natural laws and determine the relationships between various phenomena. Teaching science can be challenging because it often requires a deep understanding of many different topics.&#x0D; One of the innovative approaches to teaching natural sciences is interdisciplinarity. It is an approach that combines different disciplines in order to understand a problem or phenomenon from a deeper and more complex perspective. The relevance of the research lies in the fact that in the modern conditions of the development of science and technology, an interdisciplinary approach in the teaching of natural sciences is of great importance. This allows students to expand their horizons and cover a wider range of knowledge, which contributes to their further professional development and career success.&#x0D; In addition, the article suggests new approaches and teaching methods that may be useful for science teachers. The practical value of the article lies in the fact that it provides recommendations for the application of an interdisciplinary approach in teaching natural sciences, which will help teachers create more interesting and effective lessons for students. In addition, the article can be useful for students who want to broaden their horizons and increase their knowledge in natural sciences.
FORMATION OF BIOLOGY COMPETENCE OF FUTURE BACHELOR OF NATURAL SCIENCES: A SYSTEM OF CONSTRUCTIVE METHODOLOGICAL APPROACHES

The concept of the New Ukrainian School puts forward new requirements for the professional training of a modern teacher, in particular regarding the quality and range of his competencies. After all, it is the ability to quickly respond to changes, to be ready for the introduction of innovative methods of teaching and education, which ultimately determines his personal and professional relevance to the reform of the New Ukrainian School, the full performance of the role of a decisive factor in the success of the implementation of the concept of paradigmatic changes in higher pedagogical education. In view of the above, it is time to determine the methodological guidelines that ensure the success of becoming a teacher of the New Ukrainian School in the conditions of a higher education institution - the main stage of the formation of a teacher, which Ukrainian society and the children's community are waiting for.&#x0D; The modern educational practice of constructive implementation of the ideas of integration of the content of school natural science education and its reorientation to the competence model has proven the perspective of just such an approach. In addition, fundamental natural science education is one of the main factors of personality development, and acquired natural and scientific competence is a mandatory component of an individual's general culture and a resource for the development of his creative potential. Thus, the biological component of modern science education is aimed not only at ensuring the integrity of fundamental knowledge, but first of all at the realization of a person's creative and active existence in the surrounding world. In addition, the biological component of natural science training directly affects the formation of a scientific style of thinking as a prerequisite for the socio-cultural self-determination of the subject of knowledge.&#x0D; In this context, it becomes obvious the need to increase the level of subject biology competence of future bachelors of natural sciences, because they must be ready to work in the conditions of the New Ukrainian School - a modern education platform.&#x0D; Therefore, qualitatively new methodological approaches to the formation of subject-specific competences, particularly in biology, are the core of the professional training of future bachelors of natural sciences. Shifting the emphasis of higher professional education to the development of a competent and competitive specialist is an important criterion for the quality training of a future teacher of natural sciences.