Abstract:
This article analyzes the opportunities offered by educational physical experiments for developing self-educational skills and abilities in technical college students. The authors propose categorizing self-educational skills into four components: organizational, informational, intellectual, and reflective. The content of these structural components, as they can be cultivated through physical experimentation, is also detailed. The theoretical analysis of the documents that regulate the use of experimentation in technical colleges of Ukraine has revealed that the current physics curriculum significantly limits the potential of physical experimentation. It restricts opportunities to just two mandatory types of activities: frontal laboratory work and demonstrations.
