Abstract
the article analyses the efficiency of using problem based learning in teaching process. The problem arises in a specific learning environment, where purposeful instruction is provided through specific pedagogical tools. It is also necessary to develop specific ways to create such situations, based on the nature of the topics studied. Thus, the problem based teaching is not simply a state of mental work associated with an "unexpected obstacle in the way of thinking". At the same time, it should be noted that not every problem is related to the problematic situation. Problem-based learning has a great potential for enhancing students' cognitive functioning while understanding and assimilating knowledge, and determining their active attitude to the environment. In problem based teaching, the teacher organizes the students' cognitive activity so that students can independently solve intellectual difficulties, draw conclusions and generalize, formulate laws, and apply the acquired knowledge to a new situation, based on the analysis of the disciplines.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Recent Technology and Engineering (IJRTE)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
