The Differences of Collaborative Learning and Scientific Inquiry Competencies between Experienced and Novice Learners in Ubiquitous Problem-Based Learning

The purpose of this study is to elaborate the ubiquitous problem-base learning(UPBL) model with collaborative learning competence and to investigate the differences of collaborative learning and scientific inquiry competencies between experienced and novice students in UPBL. Computerized ecology observation competence assessment (CEOCA) was integrated into three trips of Chiku Wetland inquiry activities. Among the 32 participants, 6 6^th graders were experienced while the other 26 5th graders were novice learners. On-line discussion posts and reflective diaries were used to explore students´ collaborative learning competence and Hierarchical linear model (HLM) was used to analyze students´ progress of scientific inquiry skills across seven months. The results suggest that experienced learners´ demonstrate stronger positive interdependence, promotive interation and individual accountability than novice learners. Moreover, the experienced learners showed significantly better growth on their scientific inquiry skills than those of novice learners. The variance of growth slopes accounted by group is around 10%. It is concluded that the effect of UPBL for the experienced students´ collaborative learning and scientific inquiry competencies is especially promising and both of the two competencies are learnable.