Transdisciplinary integration of knowledge in the environment of a virtual stem center

Abstract

The subject of the article is the role of ontological systems in improving the processes of structuring and analyzing scientific content, especially in the context of STEM education. The goal of the work is to research and analyze the application of ontological systems in the context of managing educational materials in STEM education. The use of such approaches is focused on developing effective methods for structuring and presenting educational knowledge in the STEM education system, emphasizing the importance of integrating different scientific disciplines to optimize the educational process. In accordance with the purpose, the following tasks were set: to develop a methodology for creating and implementing ontological systems in STEM education and to develop the architecture of a virtual STEM center that would provide the implementation of the proposed principles. The research is based on the following methods: For the development of the architecture of the virtual STEM center, we used UML diagrams. We developed UML diagrams of roles and activities that illustrate the interaction of different users and systems, as well as demonstrate work processes and interactions in multi-agent systems. Special attention is paid to activity diagrams, which reflect the processing of user requests and the interaction of the stemua.science agent with other components of the STEM center. The following results were obtained: A modular system architecture of the virtual STEM center was developed and described using UML diagrams, which includes roles such as the STEM center administrator, editor, author, and user, as well as the administrator of the CIT "Polyhedron". The interaction of these roles with the virtual STEM center is described in detail, revealing the mechanisms of their interaction and joint work aimed at creating, filling, and editing content in the transdisciplinary STEM center. The process of optimizing work processes in the modular system of the virtual STEM center is also considered. Ways to fill and use the T-STEM center in an ontological form have been identified. The interaction of software entities of the T-STEM center in an ontological form has been analyzed. Conclusions: Based on the conducted research, it is concluded that the use of ontological systems in the context of managing educational materials in STEM education is an effective method for structuring and presenting scientific content, promoting the integration of various scientific disciplines, and optimizing the learning process. It is determined that ontological systems are an effective method for structuring and presenting scientific content, facilitating the integration of various scientific disciplines, and optimizing the learning process. The modular architecture of the system is found to facilitate efficient interaction among different roles and automate workflow processes. Integration with a multi-agent system allows for the use of external data sources and ensures interoperability with other systems. For the further development of the system, research is needed to enhance the efficiency of role interactions and workflow automation. Additionally, research on integrating the system with other STEM education systems is necessary.