In the current era of globalisation, the education system is required not only to equip pupils with subject knowledge but also to develop higher-order thinking skills, specifically the skills of analysis, synthesis and evaluation. These requirements are of particular importance in physics, as the subject involves working with complex abstract concepts, theoretical models and phenomena that cannot be directly observed. In such circumstances, pupils' deep understanding of physical laws is often achieved through the conduct of thought experiments.

A thought experiment is a cognitive activity aimed at mentally modelling physical processes, predicting the relationships between variables, and drawing scientifically-founded conclusions, without conducting actual experiments. However, in school practice, pupils' skills in conducting mental experiments are not sufficiently developed. This, in turn, adversely affects their ability to analyse physical phenomena, identify cause-and-effect relationships and solve complex problems.

In our research, we considered one of the most effective ways to address this issue: combining differentiated instruction and Project-Based Learning (PBL). Differentiated instruction enables the adaptation of learning content, tasks and teaching methods to take into account students' levels of knowledge, learning pace, interests and cognitive characteristics. The Project-Based Learning method, on the other hand, engages students in inquiry-based activities through long-term projects focused on solving a real-world problem, fostering their active learning.

This study aims to develop the analytical skills of Grade 12 students in conducting thought experiments by applying the Project-Based Learning within an adaptive physics teaching framework.

The relevance of the study is defined by the need for Grade 12 students to apply theoretical knowledge in a practical and logical manner, as well as by the insufficient systematic use of thought experiments.

The main aim of the study is to determine and evaluate the impact of the Project-Based Learning method, incorporating adaptive learning elements, on the analytical skills of Grade 12 students when conducting mental experiments.

To achieve this aim, the following research questions were posed:

• How does the Project-Based Learning method, in an adaptive learning context, develop students' abilities to conduct mental experiments?
• What changes occur in students' skills in analysing physical phenomena, identifying the interrelationships between variables and drawing scientifically grounded conclusions?
• What is the effectiveness of the PBL method for students with different learning styles (visual, auditory, kinaesthetic)?

The theoretical foundation of the research is based on several scientific concepts. Firstly, Bloom's taxonomy highlights the importance of developing students' higher-order thinking skills, including their abilities to analyse and evaluate. Secondly, the concept of Project-Based Learning is regarded as an effective method that enables students to acquire deep knowledge by investigating complex problems. Moreover, the use of thought experiments is analysed in connection with the ideas of scientific modelling and theoretical cognition in physics.

Thus, the study proposes a scientifically grounded approach to teaching physics that combines adaptive instruction with Project-Based Learning to develop students' analytical skills when conducting mental experiments.

The study was organized using a mixed-methods approach. Fifty-six students participated in the study. Participants were divided into experimental and control groups. In the experimental group, Project-Based Learning (PBL) was used alongside adaptive teaching elements in physics lessons, and project tasks based on mental experiments were carried out. In the control group, traditional teaching methods predominated. Real physical problems were presented, which students solved by designing mental experiments, formulating hypotheses, and scientifically analyzing the results. The project tasks were adapted to the students' learning levels. Data Collection Methods: • diagnostic tasks designed to identify analytical skills during the conduct of a thought experiment; • analytical rubrics developed for evaluating project work; • students' written reflections; • systematic observation conducted during lessons. Quantitative data were processed using comparative statistical analysis, while qualitative data were analyzed using the method of content analysis. The study consisted of three main stages. In the first stage, a diagnostic survey was conducted to identify students' conceptual difficulties in physics, the main obstacles they face when solving problems, and their specific characteristics in information perception. In the second phase, physics lessons were organized based on PBL. Students worked in small groups on projects based on real-world physical problems. Each project was adapted to the VAK approach: visual materials, oral discussion, and hands-on activities. In the third phase, a final survey and reflection were conducted. Students' written work and project outputs were qualitatively analyzed and compared with the initial data. This phase made it possible to assess the effectiveness of the research results. The analysis of learning outcomes revealed that the effectiveness of using the VAK methodology varied depending on the cognitive characteristics of the learners. The key indicators identified during the study were: • Auditory learners (27% of the sample) improved their academic performance by an average of 14%. The progress was primarily associated with the development of analytical skills based on verbal explanation. • High progress (22%) was observed among kinesthetic learners (34% of the sample). This result can be attributed to incorporating project-oriented tasks into the learning process. • A visual learning style (39% of the sample) showed a steady increase of 18%. Positive results were observed in tasks involving graphical interpretation and conceptual modeling. In the experimental group, the overall progress rate was 18.5%. These data fully demonstrate the effectiveness of adapting and applying the PBL method under instructional conditions that take into account the characteristics of VAK modal perception.

As a result of the research, students' skills in analysing and interpreting physical phenomena have significantly improved. Students learned to consciously understand the physical meaning of formulae and to justify them. In addition, their abilities to interpret graphs and solve contextual problems were developed. By integrating adaptive teaching with Project-Based Learning, and incorporating it according to VAK modal perception characteristics, students' learning motivation is increased and their interest in the subject of physics is enhanced. The research findings made it possible to propose an effective methodological model for adaptive teaching of physics. Research has shown that the Project-Based Learning (PBL) method stimulates students' internal reflection in an adaptive learning environment. As a student investigates a physical phenomenon, they build a virtual model of it, practising conducting a “thought experiment”. This process allows for the visualisation of abstract physical laws and the prediction of the dynamics of complex systems. The skill of mental modelling enhances a student's cognitive flexibility, enabling a deeper understanding of theoretical knowledge in a practical context. Adaptive learning technologies' algorithmic capabilities adjust task complexity according to each student's level of understanding. In this instance, the PBL method took the student's Variable Control skill to a new level: • Students precisely determined, both mathematically and logically, how a change in the independent variable affects the system's equilibrium. • They developed the ability to determine the functional dependence of physical quantities on one another (e.g., F = ma or the relationship between thermodynamic parameters) through functional analysis, rather than simply memorising correlations.

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