This paper examines the didactic potential of problem-based physics experiments in fostering critical thinkingamong students. The study analyzes strategies for designing learning situations in which students’ initial assumptions orcommon preconceptions are challenged by experimental evidence. A structured approach to planning experimental activitiesis proposed, aimed at developing skills in hypothesis formulation and verification, critical evaluation of experimentalmethods and data, and the construction of logically grounded arguments. The article presents representative examples ofproblem-based experiments from various fields of the physics curriculum. The findings are intended for physics teachers,educational methodologists, and developers of instructional programs
| Mualliflar | Chakkanov , Fakxriddin |
|---|---|
| Jurnal | Мактабгача ва мактаб таълими |
| Nashr sanasi | 2025-12-02 |
| Jild | 3 |
| Son | 12 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.17970895 |
DOI: 10.5281/zenodo.17970895 · Maqolaning asl sahifasi
scientific process, cognitive conflict, hypothesis, verification, problem-based learning, educational experiment, critical thinking, physics education
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