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Improving Didactic Effectiveness of Physics Teaching through Problem-Based Learning (PBL)

Zamonova Shahlo Safar(1),


(1) Denov Institute of Entrepreneurship and Pedagogy
Corresponding Author

Abstract


This study examines how problem-based learning (PBL) can improve the didactic effectiveness of physics teaching. Using a qualitative design, the research analyzed classroom observations, semi-structured teacher interviews, and student focus group discussions in physics lessons where PBL strategies were implemented. The findings indicate that PBL increases student engagement, strengthens conceptual understanding, and supports collaboration, inquiry, communication, and problem-solving skills. Structured problem scenarios helped students connect theoretical physics concepts with real-world situations and reduced dependence on rote memorization. However, teacher preparation and the time needed to design effective learning problems remain important challenges. The study suggests that PBL offers a practical methodology for improving physics instruction.

Keywords


Conceptual understanding; Didactic effectiveness; Physics teaching; Problem-based learning; Student engagement.

References


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