DEVELOPING PROBLEM-SOLVING SKILLS THROUGH REAL-LIFE CONTEXTS IN CAMBRIDGE A-LEVEL PHYSICS

Problem-solving is a central skill in physics education, particularly within the Cambridge A-Level Physics curriculum, which emphasizes analytical thinking, application of knowledge, and interpretation of physical phenomena. However, many students struggle to transfer theoretical knowledge into unfamiliar or practical contexts. This paper explores the role of real-life, context-based problems in developing higher-order problem-solving skills among A-Level Physics students. Drawing on constructionist learning theory and inquiry-based pedagogical approaches, the study discusses how authentic scenarios enhance conceptual understanding, student motivation, and the ability to apply physics principles flexibly. Practical classroom strategies are presented, including contextualized numerical problems, experimental design tasks, and interdisciplinary applications. The paper also analyzes common student difficulties and offers instructional techniques that support structured reasoning, estimation skills, and reflective thinking. The findings suggest that integrating real-world contexts into physics instruction not only improves examination performance but also fosters scientific literacy and lifelong learning skills. These results have important implications for teachers implementing the Cambridge curriculum in diverse educational settings.

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