Abstract

The use of modern, productive, and convenient technologies in pedagogical training is a modern requirement. Problem-Based Learning (PBL) strategy is an innovative physics–teaching model constructed to enhance students' creativity and critical thinking skills. This research aims to indicate the development of students' creative abilities such as experimental research skills and forming the ability to solve physics problems through a problem-based learning model with a heuristic approach to the physics lesson. The subject of this research is students of grade IX at the NIS school in Kyzylorda region in Kazakhstan. At the same time, this research was conducted as a "Lesson Study" in the teaching process at school. A mixed-method, namely qualitative and quantitative methods were used in this research. The results indicated that performance in the physics lesson was significantly improved concerning that of another previous term. PBL assessment via a heuristic approach to physics lesson results is reflected in those students' creative abilities increased after each LS activity. According to these results, it can be concluded that PBL through the heuristic method is effective in the teaching procedure in physics lessons in high school.

Principles of heuristic learning method:

• Principle of action;
• Principle of logical thinking;
• The principle of determining the unknown from the known concept;
• Principle of goal-oriented practice;
• Principles of independent thinking and learning 

The aim and importance of the study

 The aim of this study was to investigate the effect of the consequence of a problem-based learning model with a heuristic approach to the physics lesson. In addition, this research was conducted via a "Lesson Study" in the teaching process at school. Especially this research focuses on investigating the next principles of heuristic learning, such as principles of logical thinking, determining the unknown from the known concept, and independent thinking and learning during lessons.

 Problem of Research

This research expresses the development of students' creative abilities such as experimental research skills and forming the ability to solve physics problems in the physics lesson.

For the sake of enhancing this aim, the next research questions were created:

1.  What is the impact of heuristic learning on the quality of physics education in the classroom?
2. Do students' self-composing tasks and self-assessments help them remember information well? 

Research Focus

 The heuristic method involves the following steps:

• Solving problems - solve the problem, identify the problem, and come to a suitable solution;
• Achieving a specific result that observed and accepted values and the observed result is real.
• Summarize the conclusion hypothesis, identify, and come to a specific decision.

Research Methodology In this study, all of the above-mentioned principles of the heuristic method are included in our physics teaching process. Passing a new lesson, independent study of unknown quantities, expression of an unknown quantity by known quantities in practical lessons, mostly in research during indirect measurements, aspects of the above-mentioned principles were fulfilled. Issues that led to the introduction of heuristic methods into the educational process: • Inhibition of creativity, planning, problem-solving, synthesis, and analysis skills of highly capable students. • Students study the subject only for a higher score in the exam, problems arise in combining the acquired academic knowledge with life. The Sample The practical-experimental period was held in the Nazarbaev Intellectual School (NIS) in the branch of chemistry and biology in the city of Kyzylorda during the 2023 – 2024 academic year. The study was carried out with n = 66 students in 9th grade. Because according to the results of the conducted monitoring, the quality of education in the class was low. 66 students from 9th-grade classes took part in the survey. Thirty – two 32 students were from the experimental class, and 34 students were from the control class. Instrument and Procedures The whole process of research according to the heuristic method consisted of four periods. In the beginning, the survey was created and taken by students, which is in the experimental group. The question in the survey is related to the research question and research objective and focuses on determining the formation of heuristic-learning skills carried out in order to accustom them to solve experimental, complex, non-standard problems. The next method for quantitative analysis, the observation of student’s actions carried out in a classroom condition. The third stage of procedures was making reports according to the heuristic method performed in class. Reports were made by other colleagues while conducting a lesson due to the heuristic method. The last period of procedures evaluation according to internal and summative assessment for terms during certain academic periods.

Result of Analysis (Graphs and Tables): There was no attempt to improve by themselves of the students in the first experimental group conducted. During the research period, they are always paying attention to the teacher instead of learning the form by themselves. Therefore, there was little confidence in itself among students. We started questions from the easiest level to the hardest. For the second and third time, we have added a game element to encourage the student’s interest. As a result, the learners are become open-minded to creating a list of problems in physics and can create its mark-scheme. Even though, some students have also accepted the creative-active approach. In the fourth and fourth lessons, the student came up with a highly complex problem, similar to the one he accepted, and felt a mood full of emotions. Conclusions According to the results of the study, it can be observed that by introducing heuristic methods into the educational process, the educational indicators of the students have increased, their interest in solving Olympiad problems has increased, and their ability to explain physical phenomena in academic language has developed. The result of the student's performance in the quarterly summative assessment for the three-level 1-2-3 quarter selected for the Lesson study was as follows. According to the results, the progress of A and C-level students has increased somewhat, and the progress of B-level students has remained the same for 2-3 quarters. On the part of colleagues, suggestions were made to this student about the use of deepening methods of differentiated education in the future. It can also be observed that students' self-confidence has increased from a psychological point of view.

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