In recent years, learner-centered educational approaches have gained increasing attention in science education. Among them, heuristic learning plays a crucial role in developing students’ independent thinking and problem-solving skills. Physics, as an experimental and conceptually complex discipline, requires instructional methods that actively engage learners in the process of knowledge construction. This article explores the application of heuristic learning in teaching physical processes and evaluates its pedagogical effectiveness. The study is based on a quasi-experimental research design involving secondary school students. Heuristic learning strategies such as problem-based tasks, guided inquiry, experimental observation, and reflective questioning were implemented in the experimental group, while traditional lecture-based instruction was used in the control group. Data were collected through pre-tests, post-tests, classroom observations, and practical assignments. The results indicate that heuristic learning significantly improves students’ conceptual understanding of physical processes, analytical reasoning, and ability to apply theoretical knowledge in practical situations. The findings suggest that integrating heuristic learning into physics education enhances learning outcomes and promotes deeper scientific understanding.