Browse > Article
http://dx.doi.org/10.14697/jkase.2022.42.1.161

Development and Application of MEA(Model-Eliciting Activities) Program Applying the Invention Technique(TRIZ): Focus on Students' Conceptual Change  

Kang, Eunju (Okpo Elementary School)
Publication Information
Journal of The Korean Association For Science Education / v.42, no.1, 2022 , pp. 161-176 More about this Journal
Abstract
This study developed an MEA program to which the invention technique was applied and analyzed the conceptual change of students. The MEA activity applying the invention technique (TRIZ) was composed of the topic of making a paper electric circuit in the section 'Using electricity' presented in the 6th grade textbook. As a way to materialize ideas for problem solving, among the TRIZ techniques, division, integration, multi-purpose, overlapping, subtraction, and converse techniques were extracted and applied. The devised program consists of examining invention techniques (1st session), problem-solving (2nd and 3rd sessions), and expressing the problem-solving process (4th session). As a result of applying to 6th grade elementary school students, it was confirmed that the scientific concept of the experimental group participating in the MEA class to which the invention technique was applied was improved compared to the control group participating in the general class. As a result of calculating the scientific concept improvement index, the control group showed a low educational effect of 0.15, and the experimental group showed an intermediate educational effect of 0.69. This study is meaningful in that it suggests a specific way to graft invention education into science subjects.
Keywords
TRIZ invention technique; model-eliciting activities; electric circuit; scientific concept;
Citations & Related Records
Times Cited By KSCI : 8  (Citation Analysis)
연도 인용수 순위
1 Ha, S., & Lee, K. (2015). Hermeneutics and science education: Focus on implications for conceptual change theory. Journal of the Korean Association for Science Education, 35(1), 85-94.   DOI
2 Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.   DOI
3 Huh, M., Nam, S., & Lee, J. (2021). Meta-analysis on the effect of elementary invention education. Journal of Korean Practical Arts Education, 27(1), 99-118.   DOI
4 Im, J., Lee, S., & Yang, I. (2010). Analysis of elementary school teachers' laboratory instruction process through experiments from science laboratory and engineering laboratory. Journal of Korean Elementary Science Education, 29(4), 515-525.
5 Radloff, J., & Capobianco, B. (2021). Investigating elementary teachers' tensions and mitigating strategies related to integrating engineering design-based science instruction. Research in Science Education, 51(1), 213-232.   DOI
6 Posner, G., Strike, K., Hewson, P., & Gertzog, W. (1982). Accommodation of a scientific conception: Towards a theory of conceptual change. Science Education, 66, 211-277.   DOI
7 Self, B., Miller, R., Kean, A., Moore, T., Ogletree, T., & Schreiber, F. (2008). Important student misconceptions in mechanics and thermal science: Identification using model-eliciting activities. 38th ASEE/IEEE Annual Frontiers in Education Conference. Frontiers in Education Conference.
8 Korean Intellectual Property Office (2017). Act on the activation and support of invention education(Enacted on March 14, 2017, Act No. 14590).
9 Park, W., & Park, I. (2015). Development of an elementary invention program on the basis of fabricating activity for a simple gravimeter and its application to science classes. Korean Journal of Elementary Education, 26(1), 175-186.   DOI
10 Pintrich, P., Marx, R., & Boyle, R. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational research, 63(2), 167-199.   DOI
11 Ministry of Education [MOE]. (2015a). National practical course/computer and information curriculum No. 2015-74.
12 Korea Invention Promotion Association (2014). Interesting story of Dr. Tongtong's invention using the TRIZ technique. Korea Invention Promotion Association, Korean Intellectual Property Office.
13 Krajcik, J., McNeill, K., & Reiser, B. (2008). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education, 92(1), 1-32.   DOI
14 Lee, B., Shim, K., & Kim, H. (2017). Perception of science educators about invention education in science education. Journal of the Korean Association for Science Education, 37(1), 17-24.   DOI
15 Lee, C. (2013). Analysis of contents related to the invention in elementary school textbooks according to the 2007 revised curriculum. Journal of Korean Practical Arts Education, 19(3), 23-43.   DOI
16 Lee, H., Kim, A., & Hong, Y. (2010). 'My creative thermometer' program for the gifted in elementary science. Journal of Research in Curriculum Instruction, 14(3), 453-467.   DOI
17 Kim, M., Kim, D., & Park, J. (2018). Meta-analysis of educational effects in invention education programs. School Science Journal, 12(1), 139-150.   DOI
18 Kwon, H., & Park, K. (2009). Engineering design: A facilitator for science, technology, engineering, and mathematics (STEM) education, Journal of Science Education, 33, 207-219.   DOI
19 Lee, H., & Nam, Y. (2019). Development and application of engineering based engineering.science integrated program for teaching the concept of 'light' and 'sound'. School Science Journal, 13(3), 211-224.   DOI
20 Kwon, J. (1992). How to diagnose for children's misconception of science? Journal of Korean Elementary Science Education, 11(2), 173-180.
21 Lee, J., & Choi, Y. (2010). The development and application effect of IDEAL-TRIZ learning program to improve technological problem-solving capability for elementary school students. Journal of Korean Practical Arts Education, 23(2), 213-233.
22 Lee, Y., & Park, J. (2012). Pedagogical methodology of teaching activity-based flow chart for elementary school students. Journal of the Korean Association of Information Education, 16(4), 489-501.
23 Moore, T. (2008). Model-eliciting activities: A case-based approach for getting students interested in material science and engineering. Journal of Materials Education, 30(5-6), 295-310.
24 NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington DC: The National Academies Press.
25 Park, K., & Park, H. (2018). Analysis of research trend on conceptual change in earth science. The Korean Earth Science Society, 39(2), 193-207.   DOI
26 Roth, W. (2001). Learning science through technological design. Journal of Research in Science Teaching, 38(7), 768-790.   DOI
27 Mun, K., Hwang, Y., & Yang, D. (2020). Development of science-art integrated program and exploration of conceptual understanding: Focused on light concept for elementary school students. Journal of Research in Curriculum Instruction, 24(3), 319-328.   DOI
28 Wulandari, A., Agustina, N., Hidayati, Y., & Tsulutsya, F. (2019). Increasing students' problem-solving ability on the pressure concept through model-eliciting activities(MEAs). In AIP Conference Proceedings (Vol. 2202, No. 1, p. 020058). AIP Publishing LLC.
29 Kwon, H., Lee E., & Lee, D. (2016). Meta-analysis on the effectiveness of invention education in South Korea: Creativity, attitude, and tendency for problem solving. Journal of Baltic Science Education, 15(1), 48-57.   DOI
30 Park, S., & Kim, Y. (2006). Current status and strategy for development of invention education in elementary school-Based at science, practical art and arts subjects. Journal of Korean Practical Arts Education, 19(1), 132-133.
31 Rubaitun, R. (2018). Implementation of model-eliciting activities to improve the ability of mathematical problem-solving. Journal of Innovative Mathematics Learning, 1(3), 312-317.   DOI
32 Seidman, I. (2009). Interviewing as a qualitative research. NY: Teacgers College Press.
33 Ministry of Education [MOE]. (2015b). National science curriculum No. 2015-74.
34 Lee, H., Kwon, H., Park, G., & Oh, H. (2014). Development and application of integrative STEM (Science, Technology, Engineering and Mathematics) education model based on scientific inquiry. Journal of the Korean Association for Science Education, 34(2), 63-78.   DOI
35 Lee, K., Lew, K., & Han, Y. (2016). The effect of DHA-I program based on TRIZ to improve creativity and confluence problem solving ability of lower grade elementary school children. The Journal of Creativity Education, 16(3), 97-111.
36 Son, J., & Lee, B. (2017). Analysis of relevance of Korean and foreign science curricula and invention. Journal of the Korean Association for Science Education, 37(4), 651-658.   DOI
37 Lesh, R., Hoover, M., Hole, B., Kelly, A., & Post, T. (2000). Principles for developing thought-revealing activities for students and teachers. In A. E. Kelly & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 591-646). Mahwah, NJ: Lawrence Erlbaum.
38 Lewis, T. (2006). Design and inquiry: Bases for an accommodation between science and technology education in the curriculum. Journal of Research in Science Teaching, 43(3), 255-281.   DOI
39 Lou, S., Shih, R., Tseng, K., Diez, C., & Tsai, H. (2010). How to promote knowledge transfer through a problem-based learning internet platform for vocational high school students. European Journal of Engineering Education, 35(5), 539-551.   DOI
40 McLure, F., Won, M., & Treagust, D. F. (2020). A sustained multidimensional conceptual change intervention in grade 9 and 10 science classes. International Journal of Science Education, 42(5), 703-721.   DOI
41 Moon, S., & Kim, O. (2011). The development of an invention education program using the wise life textbook for children's creativity. Journal of Research in Curriculum Instruction, 15(2), 333-351.   DOI
42 Nesmith, S., & Cooper, S. (2021). Connecting engineering design and inquiry cycles: Impact on elementary preservice teachers' engineering efficacy and perspectives toward teaching engineering. School Science and Mathematics, 121(5), 251-262.   DOI
43 Lee, M., & Jeon, J. (2020). Recognition and education needs of the invention education of elementary school teachers. Journal of Korean Practical Arts Education, 26(3), 87-118.   DOI
44 Smith, K., & Burghardt, D. (2007). Teaching engineering at the K-12 level: Two perspectives. The Technology Teacher, 66(7), 20-24.
45 Shipstone, D. (1988). Pupils' understanding of simple electrical circuits. Some implications for instruction. Physics Education, 23(2), 92.   DOI
46 Smith, J., Disessa, A., & Roschelle, J. (1994). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3(2), 115-163.   DOI
47 Seo, S., Jin, S., Jeong, S., & Kwon, J. (2002). Elementary students' cognitive conflict through discussion and physical experience in learning of electric circuit. Journal of the Korean Association for Science Education, 22(4), 862-871.
48 Song, J. (2003). Constructivist science education and the map of students' physics misconceptions. The Mathematical Education, 42(2), 87-109.
49 Son, J., & Kim, J. (2015). Effects of diagnostic and formative assessment using equivalent test on elementary science classes: Focused on the 'earth and moon' unit. Journal of the Korean Association for Science Education, 35(4), 619-628.   DOI
50 Kang, E., & Kim, J. (2020). The effects of experimental activity with computing thinking expression on elementary school students' scientific models. New Physics: Sae Mulli, 70(7), 595-602.   DOI
51 Kang, E., & Kim, J. (2021). Development of experimental guide materials for algorithmic expression-Focusing on magnetic properties experiment. Journal of Korean Elementary Science Education, 40(3), 326-342.   DOI
52 Khan, M., & Khan, S. (2011). Data and information visualization methods, and interactive mechanisms: A survey. International Journal of Computer Applications, 34(1), 1-14.   DOI
53 Kim, H. (2007). Development and verification of the invention education model applied with TRIZ techniques. Journal of Korean Practical Arts Education, 20(1), 61-84.   DOI
54 Noh, J., Son, J. Jeon, J. Song, J., & Kim, J. (2019). The effects of step-by-step question-based unit design on elementary school students' understanding of 'seasonal change' concept. Journal of the Korean Society of Earth Science Education, 12(2), 151-164.   DOI
55 Lohse, G., Biolsi, K., Walker, N., & Rueter, H. (1994). A classification of visual representations. Communications of the ACM, 37(12), 36-50.   DOI
56 Wulandari, A. (2018). Correlation between critical thinking and conceptual understanding of student's learning outcome in mechanics concept. In AIP Conference Proceedings (Vol. 2014, No. 1, p. 020028). AIP Publishing LLC.
57 Trilling, B., & Fadel, C. (2009). 21st century skills-Learning for life in our times. San Francisco: Jossey-Bass.
58 Tsai, C. (2003). Using a conflict map and an instructional tool to change student alternative conceptions in simple series electric-circuits. International Journal of Science Education, 25, 307-327.   DOI
59 Kim, H. (2020). The effect of 'gravitational acceleration measuring device' inventing education program using arduino's various sensors on science-gifted elementary school students' creative problem solving and attitude towards science. The Journal of Learner-Centered Curriculum and Instruction, 20(17), 1101-1122.   DOI
60 Vidic, N., Ozaltin, N., Besterfield-Sacre, M., & Shuman, L. (2014). Model eliciting activities motivated problem solving process: Solution path analysis. American Society for Engineering Education, 24.911.1-24.911.19.
61 Gomez-Zwiep, S. (2008). Elementary teachers' understanding of students' science misconceptions: Implications for practice and teacher education. Journal of Science Teacher Education, 19(5), 437-454.   DOI
62 Song, J., Kang, S., Kwak, Y., Kim, D., Kim, S., Na, J., Do, J., Min, B., Park, S., Bae, S., Son, Y., Son, J., Oh, P., Lee, J., Lee, H., Iim, H., Jeong, D., Jong, J., Kim, J., & Joung, Y. (2019). Contents and features of 'Korean Science Education Standards (KSES)' for the next generation. Journal of the Korean Association for Science Education, 39(3), 465-478.   DOI
63 Arshad, A., Halim, L., & Nasri, N. (2021). Impact of integrating science and engineering teaching approach on students achievement: A meta analysis. Jurnal Pendidikan IPA Indonesia, 10(2), 159-170.   DOI
64 Chi, M., Slotta, J., & de Leeuw, N. (1994). From things to process: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.   DOI
65 Yoon, J., Han, K., & Nam, Y. (2019). An analysis of the characteristics of elementary science gifted students' problem solving through model eliciting activity(MEA). Journal of the Korean Society of Earth Science Education, 12(1), 64-81.   DOI
66 Yu, G., Jeong, J., Kim, Y., & Kim, H. (2018). Qualitative research methods. Seoul: Pakyoungsa.
67 Park, J. (2012). A survey of elementary-students' concepts about electric circuits. New Physics: Sae Mulli, 62(8), 848-855.   DOI
68 Choi, S. (2009). Teacher's curriculum development based on students' preconception: Focusing on application of the cognitive conflict process model to electricity unit in elementary school science curriculum. (Master's thesis). Ewha Womans University Graduate School, Seoul.
69 Cunningham, C., Lachapelle, C., Brennan, R., Kelly, G., Tunis, C., & Gentry, C. (2020). The impact of engineering curriculum design principles on elementary students. Journal of Research in Science Teaching, 57(3), 423-453.   DOI
70 Edelson, D. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching, 38(3), 355-385.   DOI
71 Guzey, S., & Jung, J. (2021). Productive thinking and science learning in design teams. International Journal of Science and Mathematics Education, 19(2), 215-232.   DOI
72 Kim, J., & Moon, S. (2009). Development of practical arts education program for the improvement of elementary school children's interest in the invention using TRIZ method. Journal of Korean Practical Arts Education, 22(1), 93-114.
73 Reddy, M., & Panacharoensawad, B. (2017). Students problem-solving difficulties and implications in physics: An empirical study on influencing factors. Journal of Education and Practice, 8(14), 59-62.
74 Hong, H., Kim, J., Choi, B., & Lee, J. (2012). Conceptual understanding process for electric circuit of elementary science-gifted students using dynamic science assessment. The Korean Society for the Gifted, 22(3), 703-728.
75 Altay, M., & Akar, S. (2014). Pre-service elementary mathematics teachers' views on model-eliciting. Procedia-Social and Behavioral Sciences, 116, 345-349.   DOI
76 Chamberlin, S., & Moon, S. (2005). Model-eliciting activities as a tool to develop and identify creatively gifted mathematicians. The Journal of Secondary Gifted Education, 17(1), 37-47.   DOI