TRIZ 기법을 적용한 발명 교육 절차 모형 구안 및 타당도 검증

• 영문명: Development and Verification of the Invention Education Model Applied with TRIZ Techniques
• 발행기관: 한국실과교육학회
• 저자명: 김희필(Kim Hee Pil)
• 간행물 정보: 『한국실과교육학회지』제20권 제1호, 61~83쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.03.30

영문 초록

The purpose of this study was to develop and to verify a procedure model of the invention education model applied with TRIZ techniques. The results of this study were as followings: First, a procedure model of the invention education applied with TRIZ techniques was developed. The model had 4 steps, which were ‘Activities for developing thinking capability’, ‘Learning TRIZ techniques’, ‘Activities for invention’, ‘Assessing inventions’. ‘Activities for developing thinking capability’ step had 2 activities that were convergent thinking and divergent thinking. ‘Learning TRIZ techniques’ step had 2 activities that were ‘Introduction to TRIZ theory’ and ‘Learning 40 principles of TRIZ’. ‘Activities for invention’ step had 5 activities that were ‘Identification of invention problems’, ‘Plans of invention’, ‘Application of TRIZ techniques’, ‘Imagination of inventions’, ‘Making of models’. ‘Assessing inventions’ step had 3 activities which were ‘Self-assessing’, ‘Peer-assessing’, ‘Teacher-assessing’. Second, the techniques of invention for elementary school students were 6, such as segmentation(M=4.47, CVR= .87), local quality(M=4.67, CVR= .87), merging(M=4.27, CVR= .73), multi-functionality(M=4.40, CVR= .87), nested doll(M=4.27, CVR= .87) and cheap disposable(M=4.40, CVR= .73). Third, the techniques of invention for secondary school students were 28, such as segmentation(M=4.60, CVR= .87), the other way around(M=4.60, CVR= .87), separation(M=4.40, CVR= .87) and multi-functionality(M=4.40, CVR= .87) etc.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과 및 해석

Ⅴ. 결론 및 제언

참고문헌

키워드

트리즈 발명 교육 모형 TRIZ Invention Education Model