Formation of the skills of conducting an experiment and analyzing its results during laboratory work in natural science has always been an important didactic problem, which has significantly increased in the conditions of distance and mixed learning. The study of approaches to the effective use of software for the analysis of video recordings of observations of real physical processes and phenomena is one of the tasks of instrumental digital didactics. The affordable and regularly updated software Tracker: Video Analysis and Modeling Tool is a popular didactic tool for the analysis of physical quantities based on the processing of static and dynamic images followed by comparison with the corresponding mathematical model. The rules for creating educational videos suitable for analysis in a digital environment are summarized. On the examples of laboratory classes on many topics of physics (mechanics, hydrodynamics, molecular and atomic physics, and optics) and astronomy, the general features of creating video recordings, laboratory works, and problem tasks based on video analysis are shown. The STEM laboratory of the Junior Academy of Sciences of Ukraine has created numerous reference videos about physical experiments and the rules for their use; a collection of video tasks was also created; innovative methods of educational physical experiments were developed. The methods of video analysis were tested during distance and mixed education in the conditions of threats, also in formal and informal education formats, such as the summer science school for students and the All-Ukrainian natural science online tournament "Open Natural Science Demonstration". Instrumental digital didactics is a component of training courses for teachers and is regularly discussed at seminars and conferences on science education. The stemua.science source of the "MANU" NC is popular among Internet users.

nstrumental digital didactics (IDD) is a practical component of modern pedagogy that reflects the process of acquiring knowledge using a variety of digital means of obtaining, processing and interpreting empirical data. In the process of e-learning digitized content acts only as an activator of sensory perception of information, simplifying the understanding of learning objects. Instead, IDD is based on active usage of technological means in training (e-learning, classical, distance, blended and hybrid learning) which complement and accompany nature experiment. Both concepts are parts of a wider category of digital didactics and logically protract the traditional theory of education in current conditions. DID complements the scientific method of conducting research and engineering design with such opportunities as creation of interactive computer models, visualization of experimental data and their comparison with theory, predicting the course of the process due to changes of influence factors. The development of digital didactics determines changes in the structure of teacher activity, which can be interpreted as didactic engineering. The IDD-based teaching techniques developed at the STEM-Laboratory MANLab are an example of an innovative knowledge management system.

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Problem formulation. Educational researches of technologically actual and perspective models of devices with the use of simulation environments have allocated a special didactic niche. The demand for NI Multisim as a propaedeutic tool for the formation of engineering skills requires a study of the organizational and methodological foundations of its integration into the modern educational environment. Materials and methods. Theoretical (comparative analysis of scientific data, modeling of the methodical system of learning using simulation environments, etc.), empirical (mostly observational) methods, as well as computer modeling of the studied devices were used. Preliminary didactic approbation was carried out within the framework of the project "Summer Physical and Technical Schools" of the National Center "Junior Academy of Sciences of Ukraine". Results. Features of the supercapacitor as a means of learning the basics of electronics using the STEM approach are systematized in the form of a structural and functional diagram. The educational method is based on the use of the equivalent circuit. The virtual study of serial supercapacitors consists of calculation of parameters and construction of an equivalent circuit in the NI Multisim environment, analysis of charging (discharging) characteristics, and their dependence on external (internal) factors. By the instrumentality of a real experiment, it is possible to determine the specific energy consumption of the supercapacitor also. The technique of using a printed model of the supercapacitor complements the experiment with the possibility to determine the specific capacity of the carbon material, the impact of the concentration of the electrolyte used on the characteristics of the device. 3D printing can be a part of an educational STEM project. Conclusions. Techniques based on the creation of equivalent circuits with simulation environments provide the potential to design educational studies of properties and related processes of a real, serial device, as well as of one manufactured in the laboratory. The possibility of using passport data of serial products creates didactic opportunities for the transition from an algorithmic laboratory project to independent educational research, in particular, distance or mobile learning. Relevant techniques based on 3D printing, as well as pedagogical aspects of STEM-oriented learning of the basics of electronics, require further research.