Social interactions of the collaborative problem solving in a mobile learning environment

We have investigated collaborative problem solving in a teaching experiment, which was organized for 8 fifth grade pupils in the collaborative problem solving learning environment in a botany park. The participating teacher was trained by us and pupils had available kits, interfaces and Tablet PCs equipped with Microsoft Office PowerPoint 2003 program and 3G wireless technology. Pupils activities were video recorded and the analysis proceeded through writing video protocols, edited into episodes and then classified into categories. Categories were mainly derived empirically. In the analysis, we used concepts such as collaboration and problem solving,in accordance with social constructivism. The data showed that typical learning processes were collaborative (48% of all episodes) as well as dynamic problem -solving processes, inseveral stages. Pupils worked quite independently of the teacher, as they teamed to use the Tablet PC with 3G wireless technology autonomously in their technology projects. It appears, however, that more teacher support, such as introducing handbooks, planning tools and advanced working skills, would have been an advantage. And it also appears the non-group interations would provide help in the problem solving process.