OPPORTUNITIES FOR TEACHING TOPICS IN THE ELECTRODYNAMICS SECTION IN A DIGITAL LEARNING ENVIRONMENT

Abstract

This article examines the pedagogical and didactic opportunities for teaching topics in the Electrodynamics section in a digital learning environment. Electrodynamics is one of the most conceptually complex parts of the physics course because it includes abstract and indirectly observable processes such as electric field, electric current, voltage, resistance, electric circuits, magnetic field, and electromagnetic induction. The study substantiates that digital learning environments, virtual laboratories, interactive simulations, multimedia resources, electronic assignments, and diagnostic assessment tools can significantly expand the methodological possibilities of teaching these topics. The article analyzes the role of digital technologies in visualizing invisible physical processes, integrating real and virtual experiments, increasing students’ conceptual understanding, developing laboratory skills, supporting independent learning, and organizing feedback-based assessment. A methodological sequence for teaching electrodynamics topics is proposed, including problem situation, theoretical explanation, digital modeling, real or virtual experiment, practical application, reflection, and diagnostic assessment. The results indicate that digital tools are effective only when they are integrated with the learning objective, scientific content of the topic, student activity, and assessment system.