抄録
Team activities with conscious Problem-Based Learning which challenges the problems of physics written in English and gives presentations to other students were conducted in face-to-face classes of “basic physics” whose most of students were not good at English and physics. According to surveys of questionnaire, students′ hope to make one′s own decision to select the themes and problems was growing and they felt more “intellectual challenging” to the problems and text written in English with progression of their project. To compare with the data of remote classes which were not able to conduct the team activities and challenge the problems of physics written in English alone, I found that these tendencies and other effects came from the team activities.
