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.  

Problem situation, methodology, educational technologies

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