Teaching Physics Based on Problem-Based Learning: A Literature Review and Practical Conclusions

This article examines the effectiveness of Problem-Based Learning (PBL) in physics education drawing on studies published between 2017 and 2023 and classroom implementations across K–12, vocational, and higher education contexts. The literature review indicates that PBL substantially enhances student motivation, problem-solving, critical–analytical thinking, and collaborative skills. Teacher roles shift toward facilitation, while assessment is enriched with process-oriented components (projects, reflection, and presentations). Constraints such as time, resources, teacher preparation, and technical infrastructure moderate outcomes. The paper offers practice-oriented recommendations for phased implementation in Uzbekistan, including targeted teacher training and the use of virtual laboratories and simulations. Overall, PBL is substantiated as a modern, competency-based model that advances not only conceptual understanding but also research competencies in physics.