DIDACTIC POSSIBILITIES OF INTERACTIVE METHODS AND EXPERIMENTAL-PRACTICAL ACTIVITIES IN IMPROVING THE EFFECTIVENESS OF TEACHING PHYSICS IN GENERAL SECONDARY SCHOOLS

This paper examines how interactive methods and experimental-practical activities can raise the effectiveness of physics teaching in general secondary schools by strengthening conceptual understanding, procedural competence, and sustained learner motivation. In many school settings, physics is still perceived as abstract and formula-driven, which often results in superficial memorization, low transfer to real-life contexts, and weak practical skills. The study argues that a didactic shift is needed: learning should be organized as an active construction of meaning where students observe, manipulate variables, test hypotheses, and explain phenomena using evidence. Interactive methods are treated here as structured forms of student participation that reorganize classroom communication and cognition, including cooperative problem solving, guided inquiry, peer explanation, formative questioning, and lesson micro-modeling. Experimental-practical activities are understood as a continuum from teacher demonstrations to student-led investigations, laboratory tasks, measurement projects, and simple engineering challenges. The core didactic potential of combining these approaches lies in the alignment between scientific reasoning and classroom learning processes: learners encounter a phenomenon, pose questions, design or follow an experimental procedure, collect data, interpret results, and articulate a reasoned claim. This sequence supports the integration of conceptual and operational knowledge, making physics less dependent on symbolic manipulation alone and more grounded in observable regularities. The research synthesizes pedagogical and methodological perspectives and proposes an instructional model that links interactive learning cycles with experimentally verified concepts. Emphasis is placed on lesson design principles such as cognitive conflict, scaffolding, safety and feasibility, error analysis, and reflection as a learning tool. The paper also considers constraints typical for secondary schools, including limited lab resources, time pressure, uneven prior preparation, and assessment practices that undervalue practical competence. To address these constraints, the study outlines low-cost experiment formats, classroom management routines for group work, and assessment strategies that capture both conceptual growth and experimental literacy. The expected outcome is a more resilient understanding of core physics ideas, improved ability to solve qualitative and quantitative problems, and stronger scientific communication skills. The findings suggest that interactive, experiment-centered instruction can function as a didactic bridge between curriculum standards and authentic scientific practice, provided that tasks are carefully structured and aligned with clear learning objectives.