An important component of the general aim of secondary education is the formation of a scientific worldview of the youth; it is based on empirical and theoretical knowledge about the world as a whole. The most fundamental laws and principles of nature compose a comprehensive physics picture of the world. An important part of formation of the picture in the pupils’ minds is experimental verification of the fundamental laws of nature.

The analysis of a significant number of currently available in the domestic market physics-based software products has shown that they are presented in the form of electronic tutorials, electronic libraries, and various virtual physics laboratories designed to study models of physics processes or phenomena.

The authors prove the definition of virtual educational physics experiment (VEPE) as a kind of educational physics experiment that is carried out using digital models of phenomena and processes, multimedia, interactive animations, and simulations. In accordance with the didactic aim, the VEPE is divided into demonstration and laboratory.

Application of the VEPE during the study of molecular physics shows the suitability of its using for a new material explaining, the knowledge updating, and determination of the degree of formation of the pupils’ subject competence.

The conclusion about necessity of the search of optimal forms and methods for integrating real and virtual experiments is made by the authors; the integration will promote both the visibility and accessibility of material perception and the development of the pupils’ creative abilities and various forms of thinking.