APPLICATION OF UNIVERSAL DESIGN FOR LEARNING (UDL) PRINCIPLES IN ORGANIZING INTERESTING EXPERIMENTAL TASKS IN HIGH SCHOOL PHYSICS LESSONS

Abstract

Abstract: This article examines the importance of using Universal Design for Learning (UDL) principles in organizing experimental tasks in high school physics classes. The three main aspects of UDL principles - presenting information in a variety of ways, allowing students to demonstrate their learning in different ways, and increasing motivation to learn - are analyzed with an adaptation to practical work in physics. The article shows that the introduction of UDL principles into physics classes increases students' interest in the subject and contributes to the development of research and critical thinking skills