[1] Blyznyuk, O. (2024). Current experience in the use of digital educational resources: future primary school teachers’ training. Journal of Vasyl Stefanyk Precarpathian National University, 11(3), 91-98. https://doi.org/10.15330/jpnu.11.3.91-98

[2] Budnyk, O., Matveieva, N., Fomin, K., Nazarenko, T. & Kalabska, V. (2021). Preparation of future teachers for the introduction of digital innovation in a rural school: problems and prospects. Revista Brasileira De Educação Do Campo, 6, e13124. http://dx.doi.org/10.20873/uft.rbec.e13124

[3] Falconer, K. (2003). Fractal Geometry: Mathematical Foundations and Applications. New York: Wiley-Blackwell.

[4] Gregory-Williams, J. & Williams, B. M. (2008). Trading Chaos: Maximize Profits with Proven Technical Techniques. New York: Wiley.

[5] Haken, H. & Mikhailov, A. (2012). Interdisciplinary Approaches to Nonlinear Complex Systems. Berlin: Springer.

[6] Hodson, D. (2014). Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods. International Journal of Science Education, 36(15), 2534-2553. https://doi.org/10.1080/09500693.2014.899722

[7] Kafyulilo, A., Fisser, P. & Voogt, J. (2015). Supporting Teachers Learning Through the Collaborative Design of Technology-Enhanced Science Lessons. Journal of Science Teacher Education, 26(8), 673-694. https://www.learntechlib.org/p/194868/

[8] Kopylchak, O., Kazymyra, I., Mukan, O. & Bondar, B. (2024). Personalized education plan construction using neural networks. Mathematical Modeling and Computing, 11(4), 1003–1012. https://doi.org/10.23939/mmc2024.04.1003

[9] Kuo, E., Hull, M., Gupta, A. & Elby, A. (2013). How Students Blend Conceptual and Formal Mathematical Reasoning in Solving Physics Problems. Science Education, 97(1), 32–57. https://doi.org/10.1002/sce.21043

[10] Lopes, G.C, Farias, W.S., Lopes, P.C., Silva, R.T. & Catapan, A. (2024). The Importance of Cross-Border Education in Contexts of Collaboration Between Countries According to the SDGS. Journal of LifeStyle and SDG’s Review, 4(2), e02054: 01-17. https://doi.org/10.47172/2965-730X.SDGsReview.v4.n02.pe02054

[11] Lotter, C., Harwood, W. and Bonner, J. (2007). The influence of core teaching conceptions on teachers’ use of inquiry teaching practices. Journal of Research in Science Teaching, 44(9), 1318 – 1347. https://doi.org/10.1002/tea.20191

[12] Luft, J. (2001). Changing inquiry practices and beliefs: The impact of an inquiry-based professional development program on beginning and experienced secondary science teachers. International Journal of Science Education, 23(5), 517 – 534. https://doi.org/10.1080/09500690121307

[13] Mandelbrot, B. (2010). Fractals and Chaos: The Mandelbrot Set and Beyond. NY: Springer.

[14] Mar’yan, M., Seben, V. & Yurkovych, N. (2018). Synergetics and fractality in teaching natural sciences. Presov: Prešovska univerzita v Prešove. ISBN: 978-80-555-1992-0

[15] Mar’yan, M., Yurkovych, N. & Seben, V. (2019). Formation and Modeling of Nanosized Levels of the Self-organized Structures in the Non-Crystalline Thin Films of Ge-As-Te(S, Se) Systems. Journal of Nano- and Electronic Physics, 11(5), 05028:1-8. https://doi.org/10.21272/jnep.11(5).05028

[16] Mar’yan, M., Seben, V. & Yurkovych, N. (2020). Synergetics, Fractality and Information. Application to the self-organized structures and intelligent materials. Presov: University of Presov Publishing. ISBN 978-80-555-2499-3

[17] Mar’yan, M. & Yurkovych, N. (2023). Fractality and Information: a World with Endless Aspects of Reality. The digital technology, non-crystalline & intelligent materials, and fractal self-organized intelligence. Saarbruecken: Scholar’s Press. ISBN 978-620-5-52309-4

[18] Oladele, J. & Ndlovu, M. (2024). Perception of technological integrations as a catalyst for steam teacher education. Journal of Vasyl Stefanyk Precarpathian National University, 11(3), 75-90. https://doi.org/ 10.15330/jpnu.11.3.75-90

[19] Özcan, Ö. (2015). Investigating students’ mental models about the nature of light in different contexts. Eur. J. Phys., 36(6), 1-16. https://doi.org/10.1088/0143-0807/36/6/065042

[20] Packard, N., Bedau, M. A., Channon, A., Ikegami, T., Rasmussen, S., Stanley, K. O., & Taylor, T. (2019). An overview of open-ended evolution: Editorial introduction to the open-ended evolution ii special issue. Artificial life, 25(2), 93-103. https://doi.org/10.1162/artl_a_00291

[21] Seben, V., Yurkovych, N. & Mar’yan, M. (2024). Innovative technologies of physical and mathematical education implemented by using of fractal approach. Journal of Physics: Conf. Ser., 2715(1), 012026:1-11. https://doi.org/10.1088/1742-6596/2715/1/012026

[22] Sherin, B. (2006). Common sense clarified: The role of intuitive knowledge in physics problem solving. Journal of Research in Science Teaching, 43 (6), 535-555. https://doi.org/10.1002/tea.20136

[23] Slаdek, P., Pawera, L. & Vаlek. J. (2011). Remote laboratory – new possibility for school experiment. Procedia Social and Behavioral Sciences, 12, 164-167. https://doi.org/10.1016/j.sbspro.2011.02.023

[24] Soroko, N. & Tkachenko, V. (2023). Models of participants' interaction with the educational environment using the tools of augmented and virtual reality in an institution of general education. Physical and Mathematical Education, 38 (3), 63-72. https://doi.org/10.31110/2413-1571-2023-038-3-009

[25] Stanley, K. O. (2019). Why open-endedness matters. Artificial life, 25(3), 232-235. https://doi.org/10.1162/artl_a_00294

[26] Strogatz, S. (2014). Writing about Math for the Perplexed and the Traumatized. Notices of the American Mathematical Society, 3(61), 286-291.

[27] Tsependa, I. & Budnyk, O. (2021). Editorial. Mission and strategy of a modern university development in the conditions of digitalization. Amazonia Investiga, 10(41), 6-9. https://doi.org/10.34069/AI/2021.41.05.0

[28] Yurkovych, N., Mar’yan, M., Opachko, M. & Seben, V. (2023). Methods of the fractal approach in science education: innovative technology and concepts of computer modeling. Physical and Mathematical Education, 38(3), 73-78. https://doi.org/10.31110/2413-1571-2023-038-3-010

[29] Yurkovych, N., Seben, V. & Mar’yan, M. (2017). Fractal approach to teaching physics and computer modeling. Journal of Science Education, 18(2), 117-120. http://www.chinakxjy.com/downloads/V18-2017-2.html

[30] Yurkovych, N., Mar’yan, M., Seben, V. & Tesľuková, N. (2024). Fractality and structuring of information in the physical and mathematical education: concepts, methods and application. – Proceedings of the International scientific conference “Information Technologies and Computer Modeling”, 21st to 24th May, 2024, Ivano-Frankivsk (Ukraine), Pp. 4-7. ISBN 978-966-640-560-2

[31] Windschitl, M. (2004). Folk theories of “inquiry”: How preservice teachers reproduce the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41(5), 481-512. https://doi.org/10.1002/tea.20010