Keyword: «method of cognition»

The article is devoted to the problems of experiment in pedagogy and methodology. Its role in the educational process is highlighted. We consider the connection with the theoretical level of knowledge and prove that the purpose of experiment is not only to test the hypothesis, but also is a source and generator of the theory. The comparative analysis of pedagogical and methodical experiment is carried out. The article describes the problems in connection with which the experiment is used too little as a tool of scientific knowledge at the empirical level to improve the educational process. The author considers the experiment as a complex element of the empirical level of knowledge, arguing that its further development is important for the development of theory and practice in pedagogy and methodology. In this regard, each teacher must learn to conduct the experiment correctly. This would be the key to creating a theoretical base of pedagogical sciences, improving the quality of teaching.