PROBLEM-BASED SIMULATION OF PHYSICAL EXPERIMENTS: COGNITIVE MOTIVATION, HYPOTHESIS FORMATION, AND THE STRUCTURE OF MODELLING TASKS

Problem-based learning (PBL) and physical experiment simulation are two of the most widely recommended pedagogical approaches in science education, yet their integration in instructional practice remains theoretically underdeveloped. This paper examines the conditions under which problem-based organisation of learning activity generates the cognitive motivation necessary for productive physical experiment simulation, and proposes a structured framework for the design of problem-based simulation tasks.