EFFECTS OF VIRTUAL LABORATORY INSTRUCTIONAL STRATEGY ON STUDENT'S LEARNING ACHIEVEMENTS IN PHYSICS IN SECONDARY SCHOOLS

This paper discusses the issue of organizing virtual laboratory workshops on physics. This approach made it possible to implement part of the educational process in a remote or front-line mode, reduce the costs of implementing laboratory workshops, reduce the risks of expensive equipment being damaged due to unskilled use, and implement new forms of work that are difficult to implement within a traditional laboratory. A clear and deep understanding of the basic laws of physics and its methods is impossible without working in a physics laboratory, as well as without performing home laboratory work. By conducting laboratory research, students not only confirm the known laws of physics, but also learn to work with physical instruments and master the skills of practical research. It was shown that an educational environment aimed at ensuring the development of the student’s skills to independently form new knowledge, formulate ideas, concepts, hypotheses about objects and phenomena, including previously unknown ones, recognize the deficits of their own knowledge and competencies, and plan their development.