The article analyzes the project cycle of the grant research project N19-29-14016 “Methodology of big data analysis in education and its integration into professional training programs for teachers and education managers”. The peculiarities of the project implementation in the conditions of the changed scientific and technological policy and its sovereignization are revealed. The features of converting research results into new knowledge systems are characterized. The features of patenting intellectual products created as a result of the project are analyzed. The features of the institutionalization of the research project into the organizational structure of data experts are revealed. Conclusions are formulated in the context of the concept of “Impact-Science”.

The article presents material that can be used as a didactic and methodological aid for courses in teaching sociology and other social sciences. The relationship between sociology and social sciences is discussed: the former consider sociality in an anthropological key, as relationships between people; in social sciences, the conditions that determine these relationships are analyzed. Six main characteristics of sociality are presented: the study of mass behavior of people and social order, the characterization of the correctness of sociality, the assessment of sociality and the assignment of the type of social action, the cultural and historical understanding of sociality, the popular nature of sociality, the singular plan for the evolution of European sociality. Three types of sociality are distinguished and introduced (1.0, 2.0, 3.0). At the end of the article, the author joins the opinion of Z. Bauman, who calls on sociologists not only to more carefully formulate the laws of sociality, recognizing humanitarian nature of sociological research, but also to recognize the limitations of their cognitive capabilities in relation to sociality.

The article analyzes the main meanings of the concept of model (fundamental theoretical schemes, experimental plans, representations of data by means of mathematical statistics) in modern science in general and in psychology in particular, as well as modeling functions. It is shown that in pedagogical psychology and educational sciences, along with the above, the concept of a model has other meanings (the concept of education or vocational training, educational and social practice, a system of psychological assistance, etc.). The didactic functions of models in education are shown.

The relevance of the study is due to the fact that a practical lesson is a method of reproductive education that provides a connection between theory and practice, contributing to the development of students’ skills and abilities to apply the knowledge gained in lectures and in the course of independent work. The article discusses the importance of practical training in the development of the course, the analysis of literary sources and educational programs of academic lyceums and specialized schools. In general, the work is devoted to assessing the role and significance of practical training in the course of physics.