METHODOLOGICAL ASPECTS OF TEACHING PHYSICS USING ELECTRONIC EDUCATIONAL TOOLS

Abstract

This study examines the methodological foundations and practical implementation of electronic educational tools (EETs) in secondary school physics education. The research focuses on the integration of virtual laboratories, interactive simulations, problem-based learning, and digital assessment tools within the framework of Technological Pedagogical Content Knowledge (TPACK) and the STEAM approach. Unlike previous studies that mainly described individual technologies, this research proposes a comprehensive methodological model that combines digital tools, pedagogical strategies, and subject-specific content. Empirical evidence obtained through the implementation of the “Physics and Ecology” electronic educational tool demonstrates improvements in student engagement, conceptual understanding, research skills, and functional scientific literacy. The findings indicate that multimodal learning environments, virtual experimentation, and formative assessment significantly enhance learning outcomes in physics education.