FUNDAMENTAL EXPERIMENTS IN PHYSICS TEACHING

Abstract

The article examines the role and potential of fundamental experiments in teaching physics to higher education students. It is substantiated that fundamental experiments illustrating basic physical laws and historically significant stages in the development of physics (Galileo’s, Newton’s, Coulomb’s, Young’s, Hertz’s experiments, etc.) serve not only as visual demonstrations but also as a comprehensive tool for developing subject-specific, research, and methodological competencies. The paper analyzes national and international methodological approaches to the use of educational experiments and the integration of classical experiments with modern digital technologies. The functions of fundamental experiments in the educational process (cognitive, motivational, methodological, and worldview-forming) are identified, as well as their impact on the development of physical thinking, critical analysis, and skills of planning and interpreting experimental results. Criteria for selecting fundamental experiments in teacher education are proposed: scientific significance, educational relevance, feasibility, didactic clarity, methodological adaptability, and motivational potential. The possibilities of combining real and virtual experiments (PhET, Tracker, digital laboratories) in blended learning environments are highlighted. The article presents the experience of implementing fundamental experiments in the training of future physics teachers and the results of a student survey confirming their positive impact on the development of research skills and professional readiness. It is concluded that systematic integration of fundamental experiments at all stages of professional training contributes to the formation of a scientific worldview and preparedness for pedagogical activity.