A Model for Developing Experimental Skills in High School Students Studying Physics

Aim. To consider the conditions, structure and content of the model devoted to development of experimental skills of high school students studying physics at the basic level.

Methodology. Systemsactivity approach was used as the research methodology. The existing conditions in high school for developing students’ experimental skills were identified through a survey of physics teachers. The following methods were used: observation, modeling, and generalization of the findings.

Results. The conditions and possibilities for implementing a model for developing experimental skills in high school students have been identified, and the need to create experimental tasks that include questions, tasks, and tests on mechanics that contribute to the development of experimental skills in high school students has been substantiated; methodological recommendations for the development of experimental skills in secondary school students in physics lessons, as well as levels and criteria for confirming the effectiveness of the model, have been developed.

Research implications. The definition of “experimental skills” of students has been formulated, a model for the development of experimental skills of high school students has been developed; the conditions for the development of students’ experimental skills based on a systemactivity approach have been identified; the criteria and levels of development of experimental skills in the study of mechanics at a basic level are proposed. Methodological recommendations have been developed for conducting physics lessons when studying the section “Mechanics”.

Conclusions. The experimental work conducted shows ways to solve the problem of developing students’ experimental skills in modern conditions of teaching physics at the basic level in high school. The proposed model eliminates the contradictions between the task of developing experimental skills in students and the impossibility of solving it using currently existing developments, in which the authors consider the methodology for organizing and conducting physics lessons that contribute to the development of experimental skills in high school students. In this case, such skills as observation, planning an experiment, analysis, and drawing conclusions are relevant.

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