INTEGRATION OF THE CINQASE MODEL AND PROBLEM-BASED LEARNING IN TEACHING PHYSICS IN GENERAL EDUCATION SCHOOLS

The article examines the impact of integrating the CinQASE model and problem-based learning on students’ critical thinking development in physics instruction at a general education school. The purpose of the study is to determine the effectiveness of developing students’ skills in analysis, argumentation, questioning, inquiry, and conclusion-making by combining the stages of the CinQASE model with problem-based learning in physics lessons. The study examines the process of teaching physics to 9th-grade students, while the subject is the development of critical thinking through the integration of the CinQASE model and problem-based learning. The study was conducted from September 2023 to May 2024 with the participation of 9th-grade students of Secondary School No. 2 in Kosshy, Akmola region. A total of 54 students participated in the experiment: 27 students were assigned to the experimental group and 27 students to the control group. The study employed a pedagogical experiment, diagnostic testing, observation, questionnaires, analysis of students’ reflective notes, and comparative statistical processing methods. According to the experimental results, the level of critical thinking in the experimental group increased from 42.3% to 71.8%, while interest in the subject increased from 48.1% to 82.5%. The theoretical significance of the study lies in demonstrating the impact of integrating the CinQASE model and problem-based learning on the development of critical thinking in physics education. The practical significance is determined by the possibility of applying the proposed methodology in physics lessons, laboratory work, and the organization of problem-based tasks.

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