METHODOLOGICAL PRINCIPLES OF TEACHING THE ELECTROMAGNETIC PHENOMENA SECTION THROUGH VIRTUAL EXPERIMENTS

This study investigates the effectiveness of using virtual experiments in teaching the “Electromagnetic Phenomena” section of school physics. In the context of ongoing digital transformation in education, the integration of innovative instructional tools has become essential, with virtual laboratories emerging as one of the most promising approaches. The main objective of the research is to evaluate the impact of virtual experiments on students’ understanding, academic performance, and interest in physics from both theoretical and practical perspectives. To achieve this goal, a review of scientific and methodological literature was conducted, a survey among 8th-grade students was administered, a pedagogical experiment was implemented, and the collected data were analyzed using statistical methods, including Pearson’s chi-square test. The findings indicate that students generally have a positive attitude toward virtual experiments and consider them effective in improving their understanding of complex physical concepts. The study also reveals that the lack of sufficient laboratory equipment in schools increases the relevance and necessity of virtual simulations. The statistical analysis confirms that students’ responses are not random but demonstrate significant patterns. Overall, the results show that virtual experiments are an effective tool for teaching electromagnetic phenomena and that their systematic integration into the educational process can significantly enhance the quality of learning.