2025 Volume 49 Issue 2 Pages 333-340
In this practice, we developed a preparatory worksheet that incorporated processing processes such as recalling principles related to the problem statement and making inferences about what is being asked in the problem for instruction in high school physics for third-year students. Furthermore, in class, we not only had students work in pairs to solve word problems using the preparatory worksheet but also conducted a “rotating problem-solving exercise” aimed at activating verbalization and interaction by having them change the pair and use answer sheets that others had partially completed to solve problems. As a result, over the three-month intervention period, there was a significant increase not only in the scores of strategies necessary for problem-solving, such as activating related knowledge and predicting questions from the lead statement, but also in the use of deeper processing strategies such as elaboration strategy and explanation strategy, the use of meta-cognitive strategy such as monitoring, and even a significant improvement in content-attached motive for learning physics. This suggests that the instructional practices employed may have contributed to an enhancement in the quality of learning.
