DEVELOPING PRACTICAL COMPETENCE IN PHYSICS LABORATORY INSTRUCTION THROUGH MULTIFUNCTIONAL PROFESSIONALLY ORIENTED TASKS: A COMPETENCY-BASED DIDACTIC MODEL

Abstract

This article presents a scientifically enriched and methodologically updated model for developing students' practical competence in physics laboratory instruction through a system of multifunctional professionally oriented tasks. The study reinterprets the physics laboratory not as a procedural space where students mechanically reproduce a prescribed experiment, but as a competence-forming learning environment in which theoretical knowledge, measurement culture, data analysis, professional reasoning, evidence-based conclusion-making and reflective self-assessment are integrated into a single didactic cycle. The proposed approach structures laboratory work through preparation, admission to the experiment, experimental performance, data processing, defense of results and reflection. Multifunctional tasks are designed to activate conceptual understanding, practical application, analytical comparison, modelling, evaluation and transfer of knowledge to engineering contexts. The article substantiates the pedagogical value of professionally oriented tasks in connecting physics concepts with real technical situations, improving students' autonomy, and strengthening the methodological culture of laboratory learning. A competency-based didactic model, assessment evidence, and a pedagogical-didactic matrix are proposed for implementation in technical higher education institutions.