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Аннотация

This article scientifically analyzes the types of problematic situations in physics education and the methodology for creating them effectively. The main objective of the study is to improve the quality of students' learning, foster independent thinking, encourage creative approaches, and develop practical skills by utilizing problematic situations in the educational process. The article employs pedagogical experiments, observation, and analytical methods. Observation results show that in lessons based on problematic situations, students' cognitive activity, question-and-answer engagement, and independent research indicators significantly increase compared to traditional lessons. In conclusion, the article emphasizes that the implementation of problem-based learning technologies not only ensures a deep understanding of theoretical knowledge but also contributes to shaping individuals capable of solving practical problems. These findings offer recommendations aimed at improving the quality of education in both general secondary and higher education institutions. Keywords: Problem situation, methodology, educational technologies, physics, teaching, creativity, inquiry, independent thinking. students' conceptual understanding and motivation in Introduction: Nowadays, there is a growing demand for general education schools (DOI: 10.1063/5.0210273). innovative approaches in the educational process. Karmila et al. (2021) also confirmed that a PBLT model While traditional teaching methods serve primarily to integrated with Google Classroom was effective in deliver ready-made knowledge to students, modern improving students' scientific literacy (DOI: pedagogical technologies encourage independent 10.2991/assehr.k.210326.064). thinking, inquiry, communication, and creative approaches. From this perspective, problem-based In Uzbekistan, research is being conducted on problem- learning technologies hold particular importance. based learning technologies. For example, Kamil Normamatovich Kholov and Nodirbek Kholturayevich Currently, improving the quality of education in general Bobilov (2024) in their studies highlighted the secondary schools is closely linked with the theoretical and practical foundations of creating implementation of innovative pedagogical problematic situations in physics education, and technologies. In particular, problem-based learning proposed methodological recommendations aimed at technologies (PBLT) play a significant role in developing developing students’ independent thinking, students' cognitive activity, independent thinking, engagement in laboratory activities, and social problem-solving abilities, and creative potential. competencies [3]. International studies have shown that the PBLT model However, there is still a lack of systematic is an effective tool in physics education for reinforcing implementation of PBLT methodology in general students' conceptual understanding, increasing education schools, particularly in the context of physics motivation, and developing critical thinking skills [1; 2]. lessons, and insufficient scientific evaluation of its For instance, a systematic review conducted by Tain effectiveness. This issue is considered relevant from and colleagues (2024) analyzing 32 studies from 2014– both theoretical and practical perspectives. 2022 revealed that PBLT significantly enhanced International Journal of Pedagogics 63 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) Main Part (Materials and Methods) as a problematic situation, a student may be asked a question about the superposition of complex The central component of problem-based learning oscillations: “If two oscillations with different technologies is the problematic situation. It arises frequencies simultaneously act on an object, how will it when a student consciously feels the need to learn, move?” finds existing knowledge insufficient, and acquires new knowledge in the process of resolving the issue [6; 9; To answer this question, the student’s existing 17]. Problematic situations in the learning process foundational knowledge is insufficient, yet it prompts encourage students to think actively, conduct research, the start of inquiry based on that prior understanding. and seek alternative solutions [10]. The emergence of a problematic situation is ensured by the following conditions: A problematic situation is a condition that presents something new to the student—one that cannot be ▪ The presence of foundational knowledge related to fully resolved with existing knowledge, but which can the topic; be solved through logical inquiry [5; 8]. An example ▪ The appearance of a new problem (a gap in from the topic “Oscillations and Waves” can illustrate knowledge); this. For instance, if a student has previously learned ▪ The student’s internal need to learn; the formula and properties of harmonic oscillation ▪ The teacher’s active guiding role; x = A·sin(ωt), ▪ Tasks di