DEVELOPING STUDENTS' INTELLECTUAL THINKING IN PHYSICS LESSONS THROUGH SOLVING QUALITATIVE PROBLEMS

Abstract

The article examines the role of qualitative problems in developing students’ intellectual thinking during physics lessons. It is shown that the use of such problems contributes to the formation of logical thinking, the ability to analyze physical phenomena, and the identification of cause-and-effect relationships. The possibilities of qualitative problems in enhancing students’ cognitive activity and interest in learning physics are discussed. Their importance for developing learners’ independence and research skills is substantiated. It is concluded that the systematic use of qualitative problems is essential for improving the effectiveness of physics education.