A Study of Creative Concept Design Capability and Inquiry Capability Scale Development The use of innovative teaching methods to improve teaching effectiveness is essential for achieving education growth. The purpose of this study was tried to understand the effect of different innovative teaching methods applied among participants. Two innovative teaching methods (IGCS and ILM) were used in the fields of design and engineering students. By developing creative concept design capability and inquisitive capability scale, the researcher underwent a comparative study on the overall curriculum experiment. The participants in this study include 35 industrial design students, 39 students from the Department of Mechanical Engineering, and 109 students from the Department of Computer Science and Information Engineering, 183 students in total. According to the research results, the following conclusions were drawn: 1. The course of the teaching experiment possessed a certain degree of rigour. The research results shall serve as a reference for a creative themebased production course; 2. Both creative concept design scale and the inquiry capability scale developed in this study were tested applicable for future teaching experiments to evaluate studentsu0027 creative capability and inquiry capability.

Effects of a multilevel concept mappingbased questionposing approach on studentsxe2x80x99 ubiquitous learning performance and perceptions Abstract   The literature indicates that the use of mobile devices, wireless communication and sensing techniques can enhance studentsu0027 learning in authentic environments and improve their learning effectiveness. Good learning strategy guides are essential for successful inquiry learning, and the questionposing strategy has been acknowledged as a type of highlevel cognitive strategy that plays an important role in facilitating studentsu0027 knowledge integration in the inquiry learning process. However, question posing seems challenging for many students and may lead to heavy cognitive load when appropriate scaffolding is not available. To solve this problem, the present research imported a concept mapping knowledge representation model as an auxiliary strategy for questionposing activities based on the research finding that visual knowledge representations are conducive to highorder thinking. It also developed a ubiquitous learning system which integrated multilevel concept mapping and questionposing strategy guidance to investigate the application effects of this learning model. A quasiexperimental design was applied, and an experiment was conducted to measure 5th gradersxe2x80x99 learning of a plant unit of the natural science curriculum. Students in the experimental group learned with the proposed ubiquitous learning system based on the multilevel concept mapping and questionposing approach, while those in the control group learned with the ubiquitous learning system based on the questionposing approach. The results showed that the students in the experimental group significantly outperformed those in the control group from the perspectives of learning achievement and questionposing performance, but no significance was found in their cognitive load, metacognitive awareness, and science learning strategies.