Clip thinking is a characteristic of the modern generation of students that needs to be considered in the learning process. The objective is to explore the potential utilization of this characteristic when teaching physics through specific examples. The study confirmed the presence of clip thinking in a significant portion of first-year students. As a methodological approach that considers the “clipping” nature of thinking, a technique of task fragmentation in physics, followed by its solution and defragmentation, is proposed. This technique not only facilitates the principle of accessibility but also develops students’ logical thinking skills. The presented methodology can be utilized not only in the practice of teaching physics to non-physics major students in universities but also in vocational educational institutions and high schools.