THE ORGANIZATION AND PROCEDURE OF THE EXPERIMENTAL TEACHING

Abstract

 This article explores the organization and procedural aspects of experimental teaching within higher education, synthesizing pedagogical foundations, practical structures, methodological considerations, and assessment strategies. Experimental teaching, characterized by hands-on engagement and direct manipulation of variables, is posited as a crucial pedagogical approach for developing critical thinking, problem-solving skills, and deep conceptual understanding. The discussion integrates established instructional design models, such as ADDIE and SAM, to illuminate systematic approaches to curriculum development and instructional material creation tailored for experimental settings. Emphasis is placed on the structured design of experiments (DOE), outlining its principles from hypothesis generation and variable selection to execution and data analysis, often facilitated by specialized software and automation. The article further addresses the challenges inherent in implementing experimental teaching and proposes best practices and future innovations, ultimately advocating for its broader integration to cultivate a skilled and adaptable future workforce.