Abstract. The development of students’ critical thinking, argumentation skills and formulating hypothesis is admittedly considered an integral part of physics education. The aim of our pedagogical experiment is to develop these skills by critical analysis of selected conspiracy theory related to physics phenomena. This paper describes the theoretical background and methodological notes to activity based on students’ analysis 5G technology conspiracy theory in the physics education at the upper secondary school. Finally, the paper presents didactically processed experience of implementation the activity in optional subject during distance education with 10 students.
Keywords: critical thinking, argumentation, hypothesising, activity, upper secondary school.