The article examines the developers of courses on Ukrainian platforms of mass open online courses Prometheus, EdEra, Open University of Maidan, their quantitative analysis in various thematic areas. It is noted that education remains the main way to acquire new knowledge and form the necessary competencies. The main advantages of open educational resources, their classification, the reasons for the growing popularity in modern society are highlighted. It was found that mass open online courses are a logical continuation of distance learning courses, have their differences and features. However, some problematic issues related to the promotion of mass open online courses that need to be addressed are considered. An analysis of the number of online courses on Ukrainian-language platforms and their thematic areas. As of March 2020, there are 235 online courses on all considered platforms. The same topics for all platforms were law, training, education, media, economics, health. It was found that the most active developers of online courses on the platform of the Open University of Maidan were public and charitable organizations. Educational online platforms and international organizations are most actively involved in the creation of online courses on the EdEra resource. On the Prometheus platform, the largest number of courses was created at the initiative of international organizations, institutions of higher and secondary education

The article covers the correlation between methodology of education science and theory of reflection. It defines the importance, role and position of reflection in educational research cognition and educational practice. The comprehensive analysis of the idea of reflection in philosophy, psychology, scientology and education science is carried out. It was established that reflection is considered from the perspectives of many aspects in educational research cognition: at the level of cognitive phenomenon, cognitive activity, cognitive process, method of scientific cognition, at the thematic and metatheoretic levels, as the tool and form of cognition. It was shown that in pedagogical cognition reflection plays an important role in methodology of education science. Currently it is an integral part of educational researches and systemic educational practice. The theory of reflection, its methods and reflective activity provide opportunities to show the actual pedagogical reality and pedagogical activity directly and indirectly, to gain and explain new scientific pedagogical knowledge, components and structure of pedagogical theory, to study own scientific nature and status of education science, to apply improvements for the system of training and education and educational process. Moreover, it has a direct relationship to education science methodology and is systemically important for it. The reflective activity and its capacity is a part of the scientific and pedagogical, teaching and cognitive activity of each participant of the educational process. It is also included in the educational objective and planned educational results. It was concluded that the components of the theory of reflection can be found at all four levels of general system of methodological knowledge in education science: philosophical, general scientific, specific scientific and technological. The capacity for organization and arrangement of pedagogical conditions for the reflection of students’ cognitive activity along with the reflection of own pedagogical activity is an essential component of methodological competence and methodological culture of a teacher. The theory of reflection should be presented completely and integrally in the very definition, content and structure of modern methodology of education science.

The article covers and analyzes the biographical method of pedagogy; it defines its importance and place in pedagogy methodology based on historical-genetic approach and inter(cross)disciplinary analysis of academic sources. It establishes the current phenomenon of considerable extension in objective consideration of biographical method by social sciences and the humanities (the so called "biographical turning point") and recognition of scientific “usefulness” of this method at the theoretical level. This is the very fact which stipulated the topicality of methodological realization of biographical method as a moder way of development of theoretical and practical pedagogical activity. Currently the biographical method is an important component of methodological range of the whole system of pedagogical sciences. The biographical method in pedagogical methodology shall be considered both as the method of research and obtainment of scientific pedagogical knowledge (for example, in pedagogical history, pedagogical biography science, life-creation pedagogy) and as the important method of extensive innovative teaching practice in didactics and certain methods of teaching (literature, history teaching method etc.). It can be used when considering pedagogically adapted biographical materials about the distinguished public figures and historical figures in a certain science; in special and rehabilitation pedagogy, when considering biographical knowledge on the examples of successful physical rehabilitation and socialization; in social pedagogy during social and pedagogical counseling, in educational theory etc.. The article also reveals the academic, educatory and learning opportunities of biographical method for the development of personality of candidates for academic degree and its significant role in implementing “humanization of knowledge” in the comprehensible principle of humanization and humanitarization. It was defined that this method holds a prominent place among interdisciplinary pedagogical methods and has the forseeable prospects of further transformation into biographical pedagogy and integration with the biographical psychology

The article deals with the doctrine of systematization of scientific and pedagogical knowledge, determines its role and place in the theory and methodology of pedagogy as well as educational practice. The author establishes the connection between the influence of the development of the methodological doctrine of systematization in pedagogy on overcoming the modern methodological and information crisis of scientific and pedagogical knowledge. It is the crisis in the systematization of already accumulated scientific and pedagogical knowledge and the predominant orientation of researchers to obtain non-systemic pedagogical knowledge that determines the relevance of methodological awareness of the role and place of the doctrine of systematization. The doctrine of systematization is a relevant and important component of modern methodology of pedagogy; it has systemic features and its structure comprizes knowledge of individual and similar forms of systematization (classification and typology, taxonomy) of scientific pedagogical knowledge having complex and not always unambiguous relationships which need to be further researched. The article considers the role and place of the doctrine of systematization in the methodology of pedagogy; it also deals with the plurality and multifaceted definitions of the concept of systematization in scientific theory and educational practice, which can claim the role of a universal dialectical method. The results of the application of the historical-biographical approach in the study of Mendelieiev’s biography testify not only to the similarity, but also to the unifying commonality of systematization for scientific activity of scientists and practical educational activity of teachers. This makes it possible to justify the need to actualize the use of adapted to the educational process forms of systematization as scientific methods of cognition in educational practice, teaching and learning.