DEVELOPING ACADEMIC LYCEUM STUDENTS’ PHYSICS PROBLEMSOLVING SKILLS THROUGH PROBLEM-BASED LEARNING
Keywords:
Keywords: academic lyceum, physics education, problem-based learning, physics problem, problem situation, hypothesis, physical modelling, independent thinking, reflectionAbstract
Abstract. This article examines the theoretical and methodological aspects of developing
academic lyceum students’ physics problem-solving skills through problem-based learning. The study
aims to develop an instructional model that guides students in analysing problem statements,
constructing physical models, selecting appropriate physical laws, justifying solutions, and verifying
results. The methods employed include theoretical analysis, comparison, pedagogical modelling, and
the instructional redesign of problems. The study proposes an instructional sequence integrating a
problem situation, hypothesis formulation, modelling, solution development, verification, and
reflection. Its application is illustrated through problems involving mechanics and electrical circuits.
Criteria for assessing students’ problem-solving performance are also proposed. The article is
theoretical and methodological in nature; determining the effectiveness of the proposed approach
requires a separate empirical educational study
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