Stages of Conceptualization and Formalization in the Design of the Model of the Neuro-Fuzzy Expert System of Professional Selection of Pupils

Abstract

The article describes the problem of designing a neuro-fuzzy expert system of professional selection at the stages of conceptualization and formalization, which involves the definition of concepts, relationships and management mechanisms necessary to describe the solution of problems in the chosen subject field. The structural model of the decision making system for determining the professional selection of students for training in IT specialties is substantiated. Three subsystems are proposed as structural components for studying: psychological peculiarities, personal qualities, factual knowledge, abilities and skills of students. The quality of the system’s operation is determined by the use of various techniques for acquiring knowledge on the basis of which the knowledge base of the neuro-fuzzy system and the combination of the use of fuzzy and stochastic data will be formed.

Methodology of designing computer ontology of subject discipline by future teachers-engineers

“…In the process of developing intelligent systems, the most time-consuming are the stages of conceptualization and formalization, which are considered in work [2] in the process of designing a structural model of a neuro-fuzzy expert decision-making system for determining the professional selection of students for the training of IT specialties.…”

CTE 2019 – When cloud technologies ruled the education

“…The article "Methodology of using mobile Internet devices in the process of biology school course studying" (Fig. 33) of Alla V. Stepanyuk, Liudmyla P. Mironets, Tetiana M. Olendr, Ivan M. Tsidylo and Oksana B. Stoliar [129] highlights further research by the authors, begun in [13], [20] and [143]. This paper considers the problem of using mobile Internet devices in the process of biology studying in secondary schools.…”

Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools

“…Bykov [9], Roman S. Hurevych [19], Maiia Yu. Kademiia [19], Petrus A. M. Kommers [21], Mykhailo M. Koziar [19], Volodymyr M. Kukharenko [23], Olekasndr V. Merzlykin [30], Natalia V. Morze [21], Serhiy O. Semerikov [42], Eugenia M. Smyrnova-Trybulska [21], Yurii V. Tryus [51], Ivan M. Tsidylo [8] and etc. [8]).…”

“…It complies with the requirements of the curriculum and syllabus and are aimed at students' acquisition of some societal practices in accordance with the learning objectives of vocational training (Anatolii M. Aleksiuk [1], Ivan M. Benderа [3], Nataliia I. Boiko [4], Volodymyr I. Bondar [6], Volodymyr K. Buriak [51], Vitalii A. Kozakov [22], Serhii M. Kustovskyi [24], Anatolii I. Kuzminskyi [25], Oleksandr V. Malykhin [28], Aleksandr G. Molibog [33], Pavel I. Pidkasistyi [38], Iia M. Shymko [44], Mykola M. Soldatenko [46], Oleh O. Tsys [52], Svitlana H. Zaskalieta [58], etc.). By virtue of the content analysis of initial categories, such as "information technologies", "computer based technologies", "communication technologies", as well as existing numerous researches, in the context of the investigated problem of organizing students' independent study activities we consider the ICTs as a systematic range of techniques and forms of knowledge acquisition and ways of learning on the basis of lecturer-student and ICT tools interaction aimed at the achievement of expected accomplishments of the educational process (Svitlana M. Hryshchenko [34], Yevhenii O. Modlo [31], Yurii L. Novikov [50], Polina A. Novikova [50], Ivan O. Petrytsyn [37], Tatiana V. Rudenko [41], Andrii M. Striuk [29], Valentyn M. Tomashevskyi [50], Ivan M. Tsidylo [8], Serhii M. Yashanov [56], Elena V. Zakharova [57], etc. ).…”