International Journal of Pedagogics
63
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue07 2025
PAGE NO.
63-71
10.37547/ijp/Volume05Issue07-14
Problematic Situations in Teaching Physics and The
Methodology for Creating Them
Zamonova Shahlo
Teacher of the Department of General Physics and Construction Engineering at Denov Institute of Entrepreneurship and Pedagogy,
Uzbekistan
Received:
20 May 2025;
Accepted:
16 June 2025;
Published:
18 July 2025
Abstract:
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.
Introduction:
Nowadays, there is a growing demand for
innovative approaches in the educational process.
While traditional teaching methods serve primarily to
deliver ready-made knowledge to students, modern
pedagogical technologies encourage independent
thinking, inquiry, communication, and creative
approaches. From this perspective, problem-based
learning technologies hold particular importance.
Currently, improving the quality of education in general
secondary schools is closely linked with the
implementation
of
innovative
pedagogical
technologies. In particular, problem-based learning
technologies (PBLT) play a significant role in developing
students' cognitive activity, independent thinking,
problem-solving abilities, and creative potential.
International studies have shown that the PBLT model
is an effective tool in physics education for reinforcing
students'
conceptual
understanding,
increasing
motivation, and developing critical thinking skills [1; 2].
For instance, a systematic review conducted by Tain
and colleagues (2024) analyzing 32 studies from 2014
–
2022 revealed that PBLT significantly enhanced
students' conceptual understanding and motivation in
general education schools (DOI: 10.1063/5.0210273).
Karmila et al. (2021) also confirmed that a PBLT model
integrated with Google Classroom was effective in
improving
students'
scientific
literacy
(DOI:
10.2991/assehr.k.210326.064).
In Uzbekistan, research is being conducted on problem-
based learning technologies. For example, Kamil
Normamatovich Kholov and Nodirbek Kholturayevich
Bobilov (2024) in their studies highlighted the
theoretical and practical foundations of creating
problematic situations in physics education, and
proposed methodological recommendations aimed at
developing
students’
independent
thinking,
engagement in laboratory activities, and social
competencies [3].
However, there is still a lack of systematic
implementation of PBLT methodology in general
education schools, particularly in the context of physics
lessons, and insufficient scientific evaluation of its
effectiveness. This issue is considered relevant from
both theoretical and practical perspectives.
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Main Part (Materials and Methods)
The central component of problem-based learning
technologies is the problematic situation. It arises
when a student consciously feels the need to learn,
finds existing knowledge insufficient, and acquires new
knowledge in the process of resolving the issue [6; 9;
17]. Problematic situations in the learning process
encourage students to think actively, conduct research,
and seek alternative solutions [10].
A problematic situation is a condition that presents
something new to the student
—
one that cannot be
fully resolved with existing knowledge, but which can
be solved through logical inquiry [5; 8]. An example
from the
topic “Oscillations and Waves” can illustrate
this. For instance, if a student has previously learned
the formula and properties of harmonic oscillation
x = A·sin(ωt),
as a problematic situation, a student may be asked a
question about the superposition of complex
oscillations: “If two oscillations with different
frequencies simultaneously act on an object, how will it
move?”
To answer this question, the student’s existing
foundational knowledge is insufficient, yet it prompts
the start of inquiry based on that prior understanding.
The emergence of a problematic situation is ensured by
the following conditions:
▪
The presence of foundational knowledge related to
the topic;
▪
The appearance of a new problem (a gap in
knowledge);
▪
The student’s internal need to
learn;
▪
The teacher’s active guiding role;
▪
Tasks directed toward independent inquiry [4; 13].
Table 1. Conditions for Creating a Problematic Situation
Condition
Description (based on “Oscillations and Waves”)
Reliance
on
prior
knowledge
The student already knows the formula for harmonic
oscillation: x = A·sin(ωt).
Lack
of
sufficient
knowledge
Existing knowledge is not enough to explain the result of the
superposition of two oscillations with different frequencies.
Intrinsic motivation
The student becomes curious to understand the reason behind
the unusual resulting motion.
Teacher’s guiding role
The teacher guides the student toward understanding the
problem by asking targeted questions.
Need for active thinking
The student starts thinking about linear combinations and
frequency differences to interpret the phenomenon.
In pedagogical literature, the following main types of
problematic situations are identified [7; 12; 16]:
1.
A problem that arises from a conflict of knowledge
2.
A problem that arises from the need to explain a
new phenomenon
3.
A problem that arises during the process of solving
a practical task
4.
A problem that arises from the necessity to choose
between alternative viewpoints
5.
A problem that arises from the refutation of a
misconception
The first type, a problematic situation arising from a
conflict of knowledge, occurs when previously acquired
knowledge held by students contradicts itself. This
situation arises when a student draws two different
conclusions from their prior knowledge simultaneously
and cannot determine which one is correct, thus
creating a cognitive conflict [7; 8; 12].
Example f
rom the “Oscillations and Waves” topic:
Students have been taught that the total energy of a
harmonically oscillating div remains constant. They
know the formula for the energy of harmonic
oscillation is:
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E =
1
2
kA².
However, the student is asked the following question:
“If two harmonic oscillations act simultaneously in
opposite directions with equal amplitudes, what
happens to the energy of the resulting motion?”
In this case, the student might assume that the energies
add up, since two independent sources are acting on
the object. However, from a physical standpoint, if two
harmonic oscillations are in opposite directions and
have equal amplitudes, their phase difference is 180°,
resulting in destructive interference.
As a result, the overall oscillation becomes zero:
x(t) = A·sin(ωt) + A·sin(−ωt) = A·sin(ωt) −
A·sin(ωt) = 0
Thus, the object exhibits no displacement, which
means its kinetic energy is also zero. The total energy is
not retained in the object in the form of kinetic or
potential energy; instead, due to the interference of
the oscillations, it is completely canceled out. In this
case, the system's energy may have been transferred
to the external environment
—
for instance, in the form
of heat or another type of energy.
As a result, it may appear that the energy has
"disappeared," but in reality, it is simply not visible in
the object’s oscillation. This situation leads the student
to form two contradictory interpretations:
Energy increases (since two sources are acting
simultaneously);
Energy disappears (because no motion is observed due
to destructive interference).
This cognitive conflict motivates the student to conduct
deeper analysis and grasp new concepts such as phase
difference, constructive, and destructive interference
[10; 14].
The following figure illustrates the graphical
representation of this problematic situation:
Figure 1. Harmonic Oscillations Acting in Opposite Directions with Equal
Amplitudes
In this graph:
•
y
₁
= A·sin(ωt) (yellow line),
•
y
₂
= A·sin(−ωt) (red line),
•
Their sum y
₁
+ y
₂
= 0 is shown as a flat
line (no oscillation).
This illustrates that the two harmonic motions cancel
each other out completely due to their opposite
directions and equal amplitudes, resulting in
destructive interference.
The second type of problematic situation
—
a problem
arising from the need to explain a new phenomenon
—
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occurs when a student’s previously acquired
theoretical knowledge proves insufficient to explain a
real-world event. The student encounters a new
situation and attempts to interpret it using existing
knowledge, but the attempt fails. As a result, the
student is compelled to seek new knowledge through
observation, experimentation, or by studying
additional theory [6; 7; 12].
Example from the topic “Oscillations and Waves”:
In class, students have learned about oscillations and
their propagation laws. The teacher then poses the
following question:
Figure 2. “Why do you hear the voice of a person standing next to you
instantly, but hear the sound of a distant object with a delay?”
This question presents a scenario in which students
encounter a phenomenon they cannot fully explain
using their existing knowledge. While they may already
know basic facts about the nature and speed of sound,
they may struggle to account for why sound waves
reach the listener at different times depending on
distance.
Through this problematic situation, students are
encouraged to acquire the following new scientific
concepts:
Sound waves propagate at a specific speed through an
elastic medium;
The delay is explained by the formula speed = distance
/ time (v = s/t);
Air density and temperature affect the speed of sound;
Waves carry energy through the medium.
By analyzing this situation, the student gains a deeper
understanding of physical principles behind real-life
events. To resolve the problem, the student must
observe, ask questions, perform calculations, and
ultimately reach a conclusion [10; 15].
The third type of problematic situation
—
a problem
arising during the process of solving a practical task
—
emerges when students need to apply theoretical
knowledge in practice, especially in unconventional or
complex situations. In such cases, the student recalls
relevant formulas but may struggle to apply them
correctly or interpret the outcome.
To solve the problem, the student is required not just
to memorize formulas, but to analyze, understand
cause-and-effect relationships, and use graphs or
experiments to support their reasoning. This leads
them to engage in research, make hypotheses based on
experimentation, and develop solutions adapted to
real-world contexts [7; 10; 15].
Example from the topic “Oscillations and Waves”:
Imagine students are given the following task:
“To prevent a vibrating device (e.g., an electric
generator) from affecting other equipment in the
building, what kind of material should be used to build
wave-
absorbing walls?”
This situation is a practical problem, in which the
student is required not only to apply physical formulas
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(e.g., oscillation velocity, wavelength, acoustic
impedance) but also to consider material selection,
properties of the medium, and to understand concepts
such as the absorption coefficient.
Through this question, students grasp the following key
ideas:
How sound waves are absorbed depending on the
material;
The impact of frequency and energy variation on the
functioning of devices;
Ways to prevent wave propagation;
Scientific approaches to solving real-world problems.
Thus, this type of problematic situation serves not only
to reinforce theoretical knowledge but also to train
students in applying it in real-life scenarios. Students
develop a deeper understanding of the practical
significance of physics and learn to justify their ideas
and draw scientific conclusions [10; 15].
The fourth type of problematic situation
—
a problem
arising from the need to choose between alternative
viewpoints
—
occurs when a student is faced with
multiple, seemingly valid but contradictory or subtly
different ideas or solutions, and struggles to decide
which one is correct. The existing knowledge appears
sufficient for making a decision, but when applied to a
specific case, a contradiction or ambiguity arises.
In this situation, the student must analyze each
alternative both theoretically and practically, compare
them, and draw a consistent conclusion. This cultivates
critical thinking, logical reasoning, and evidence-based
decision-making skills [6; 10; 15].
Example from the topic “Oscillations and Waves”:
A student is asked:
“If two waves with the same frequency but different
phases meet at a point, what will the resulting
amplitude be?”
Figure 3. Interference of Two Waves with the Same Frequency but Different Phases
In this situation, the student is confronted with the
following alternative viewpoints:
The amplitude doubles (if the waves are in phase);
The amplitude decreases or cancels out (if the waves
are in opposite phase);
The amplitude remains unchanged (if the waves move
independently).
To resolve this, the student must analyze in depth the
concepts of interference, phase difference, and
harmonicity. It is especially important to determine
how the phase difference between two oscillations
affects the resulting wave amplitude, which can be
clarified through graphical analysis.
For example, the superposition of two waves with the
same frequency but a phase difference of 90° (π/2)
leads to a new wave, and its amplitude can be defined
by the following expression:
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y(t) = A·sin(ωt) + A·sin(ωt +
π/2) = A·sin(ωt) +
A·cos(ωt)
This is the sum of two orthogonal (perpendicular)
waves, and results in a harmonic oscillation with an
amplitude of √2·A and a phase shift of π/4:
y(t) = √2·A·sin(ωt + π/4)
Graphical analysis shows that the resulting oscillation
in this case has an amplitude greater than each
individual wave but is not the maximum possible. This
scenario represents partial constructive interference.
Complete constructive interference only occurs when
the phase difference is 0°, and destructive interference
is observed at 180°.
Through this, the student forms generalized knowledge
about constructive and destructive interference and is
encouraged to apply mathematical modeling, graphical
analysis, and experimental evidence to make the
correct choice [7; 12; 16].
The fifth type of problematic situation
—
a problem
arising from refuting a misconception
—
occurs when
the student must scientifically reject an incorrect or
overly simplified understanding. The student may have
previously formed an incorrect conclusion based on
earlier learning or everyday experience. In this case, a
strong problematic situation is required to challenge
and correct this misconception. The teacher
deliberately confronts the student with a contradiction,
prompting analysis based on scientific reasoning [6; 8;
10].
Example from the topic “Oscillations and Waves”:
A common misconception among students is:
“Sound only travels through air and does not exist in
other media.”
Based on this belief, the teacher poses the following
problematic question:
“If an explosion occurs in space, can it be heard?”
The student initially thinks that sound is always audible.
However, through inquiry, they come to understand
that sound is a mechanical wave that propagates only
in elastic media. Since vacuum lacks such a medium,
sound cannot travel in space.
Through this problematic situation, the student learns
to:
Understand the mechanical nature of sound;
Realize the necessity of a medium for wave
propagation;
Recognize that in a vacuum, energy can only be
transmitted through electromagnetic waves.
By refuting the misconception, the student gains a
proper understanding of fundamental physical
concepts and develops a strong scientific foundation.
Such situations help cultivate deep thinking in physics
and broaden the student’s scientific w
orldview [14].
Table 2. Types of Problematic Situations and General Examples
Type
Description
Example
Conflict
of
knowledge
Existing
knowledge
contradicts itself
The student explains the cause
of a phenomenon in two
different ways, but can’t
determine which is correct.
Explaining
a
new
phenomenon
The phenomenon being
studied
cannot
be
explained
using
prior
knowledge
“Why don’t objects pulled
with a rope move in the same
way?”
Practical problem
Necessity to solve a real-
life task
“How can we prevent a wire
from
heating
up
during
electric current flow?”
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Choosing
between
alternatives
Selecting
the
correct
option
from
multiple
possibilities
“Which experiment fully
confirms
Newton’s
First
Law?”
Refuting
a
misconception
The
student’s
misconception leads to a
problem
Is the statement “Heat always
flows only from hot to cold”
always true?
Creating a Problematic Situation Requires a Planned,
Step-by-Step Approach.
This process is based on encouraging students' active
intellectual inquiry, stimulating engagement, and
guiding them toward independently acquiring new
knowledge. The following expanded methodological
stages are described below [11; 15]:
1. Preparing the Problematic Question or Task.
A situation is selected that aligns with the lesson goal,
builds on students' existing knowledge, but limits their
ability to explain it simply. Example (on the topic of
oscillations):
Question: “Why does a mass hanging on a sp
ring slow
down when more weight is added, and why does its
oscillation frequency also change?”
This question cannot be explained through simple
observation, as it involves complex mechanical
concepts (mass, stiffness, natural frequency).
2. Presenting the Problematic Situation.
The problem is introduced to students in oral, written,
or visual form.
Examples:
▪
Visual presentation: The teacher demonstrates the
oscillation of a spring with and without a mass,
draws a graph, or uses a video.
▪
Written task: “If
two waves move in opposite
directions, what will happen as a result?”
•
The main goal at this stage is to spark interest and
capture students’ attention.
3. Encouraging Inquiry.
Students are prompted with guiding questions to
stimulate investigation:
Examples:
▪
“If the stiffness of the spring is doubled, how will
the oscillation period change?”
▪
“When waves combine, does amplification always
occur, or can cancellation happen too?”
•
Students work in small groups to explore answers,
design experiments, solve problems, or share
personal hypotheses.
4. Developing Alternative Solutions.
Students generate multiple hypothetical solutions:
Example: One group explains resonance mechanically,
another from the standpoint of energy transfer.
They may propose and test an experimental design in
class or use simulation software.
5. Drawing Conclusions and Generalizing New
Knowledge.
The teacher summarizes the discussion and highlights
the key concepts:
Example: “The oscillation period of a spring depends on
the mass and is inversely proportional to the stiffness.
When waves interfere, both amplification and
cancellation may occur.”
Together with the students, general conclusions are
drawn using formulas, graphs, or experimental results.
Key Considerations When Creating a Problematic
Situation:
▪
The situation should be interesting but not overly
complex.
▪
It should connect with existing knowledge, while
raising new questions.
▪
It should be reinforced through practical
experience or visual explanation.
Through this approach, students not only gain
knowledge, but also develop an interest in learning,
and enhance their critical and creative thinking skills.
Applying various forms of problematic situations in
education activates students’ intellectual processes.
They not only acquire knowledge, but also learn the
principles of scientific inquiry. This is especially
important
in
physics,
where
observation,
experimentation, analysis, and drawing conclusions are
fundamental learning processes [12; 16; 17].
RESULTS AND DISCUSSIONS
The study was conducted with 10th-grade students in
several general education schools in Uzbekistan. In the
experimental group, lessons on the "Oscillations and
Waves" unit were organized using Problem-Based
Learning Technologies (PBLT), while the control group
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was taught using traditional explanatory-methodical
approaches.
In the lessons, problematic situations were created
around topics such as spring oscillators, wave
interference, and resonance. Students were assigned
tasks to find solutions through independent inquiry and
practical experiments in small groups.
Table 3. Experimental Results of Problem-Based Learning Technologies
№
Indicator
Experimental
Group
Control Group
1
Average test score (pre/post-test)
79,3
64,7
2
Independent
problem-solving
performance (%)
22%
10%
3
Participation in laboratory activities
(%)
17%
8%
4
Students who showed interest in the
lesson (%)
87%
54%
The students’ knowledge and ski
ll indicators were
assessed through tests conducted before and after the
lessons, practical tasks, and questionnaires. The results
obtained are summarized in the table below (see Table
3).
Figure 4. Comparative Diagram of Experimental and Control Group Results
The results of the study showed that the
implementation
of
problem-based
learning
technologies (PBLT) significantly improves students’
comprehension, inquiry skills, and interest in physics
lessons. The higher average test scores and increased
activity in practical tasks observed in the experimental
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group confirm that this approach fosters not only
knowledge acquisition but also the development of
creative and analytical thinking.
These findings align with both international and
national research. For instance, Tain et al. (2024)
demonstrated that the PBL model deepens conceptual
understanding [https://doi.org/10.1063/5.0210273];
Karmila et al. (2021) reported its positive impact on
scientific
literacy
[https://doi.org/10.2991/assehr.k.210326.064];
and
Kholov and Bobilov (2024) found that it enhances
communication and collaboration skills in Uzbek
general education schools [3].
However, several practical limitations were identified
during
the
study:
insufficient methodological
preparation of teachers, limited lesson time, and the
lack of experimental tools in some schools, which
prevented the full effectiveness of the results from
being realized. In the future, specific measures should
be taken to eliminate these limitations.
CONCLUSION
The results of the conducted research show that the
integration of problem-based learning technologies
(PBLT) into the physics curriculum is an effective tool
for developing students’ independent thinking,
practical skills, research interest, and overall
motivation.
Significant positive changes observed in the
experimental group
—
such as increased average test
scores, higher levels of engagement in problem-solving
and laboratory tasks, and enhanced interest in lessons
—
clearly confirm the advantages of this methodology.
Compared to the control group, students taught
through PBLT not only developed a deeper
understanding of theoretical concepts, but also
demonstrated more active and confident performance
in solving practical problems. These outcomes are in
line with findings from international and national
studies by Tain et al. (2024), Karmila et al. (2021), and
Kholov & Bobilov (2024), all of which confirmed the
positive effects of PBL models on students’ learning
quality, critical and creative thinking, and collaborative
skills.
Overall, the results of this study provide a scientific
foundation for the wider implementation of PBL
technologies in the practice of general education
schools in Uzbekistan. In the future, it will be important
to test this methodology in other physics domains
—
such
as
electromagnetism,
optics,
and
thermodynamics
—
and to develop methodological
manuals and organize special training sessions for
teachers. These steps will contribute to improving the
quality of the educational process and help cultivate
21st-century competencies in students.
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