This study explores the educational potential of problem-based physics experiments in fostering students’critical thinking skills. The research analyzes methods for creating learning environments in which students’ preconceivednotions and common beliefs are challenged through empirical evidence. A structured approach to organizing experimentalactivities is proposed, aimed at developing competencies in hypothesis formulation and validation, critical evaluationof experimental data and methodologies, and the construction of well-reasoned arguments. The article presentsconcrete examples of problem-based experiments drawn from various domains of the physics curriculum. The findingsare intended for physics educators, methodologists, and developers of educational programs
| Mualliflar | Turayev, Alimjan |
|---|---|
| Jurnal | Мактабгача ва мактаб таълими |
| Nashr sanasi | 2026-01-05 |
| Jild | 4 |
| Son | 1 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.18169523 |
DOI: 10.5281/zenodo.18169523 · Maqolaning asl sahifasi
scientific methodology, cognitive dissonance, hypothesis formulation, validation, problem-centered learning, pedagogical experiment, analytical reasoning, physics education.
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