• 대한공업교육학회지
• /
• v.38 no.1
• /
• pp.49-67
• /
• 2013

The purpose of this study is to analyze the external systems and the units 'problem solving and invention' of the middle school technology and home economics 1 textbooks of the revised 2011 national curriculum in an effort to provide some information on the content system of invention education in technology class, as invention education was provided as part of a regular subject for the first time. The findings of the study were as follows: First, 'Technology and Inventions' chapter of Technology and Home Economics 1 Textbooks occupied 10-18% share, with the subchapter of 'Problem Solving and Invention' unit taking up 6.7-29% of the textbooks. Second, for most textbooks, 'Technological Problem Solving', 'Idea Generation' 'Multi-dimensional Projection Method', 'Expansive Thought-Processing Methodology', 'Converging Thought Methodology' and 'Invention in Everyday Lives' were included as main contents based on the accomplishment criteria presented in education process interpretation documents. Third, the detailed structures were generally made up as follows: Introduction (Broad Chapter Title, Subchapter Table of Contents, Introduction, Subchapter Title, Study Objectives, Open Thinking); Development (Unit Title, Thinking Ahead, Core Terms, Main Text, Study Helper, Activities, Research Exercises, Supplemental Readings, In-depth Study Topics, Technology in Everyday Lives, Reading Topics, Discussion Topics, and Career Helpers); and Summary (Subchapter Summary, Study Summary, Terms Summary, Writing Follow-up, Self Review, Broad Chapter Evaluation). Fourth, based on the analysis of figures included, photographs had the largest share, followed by figures, tables, and graphs. The photos were used to illustrate various inventions, invention methodologies, and exercise activities, while figures were included to depict the contents included in the main text, and the tables to assist to preparation of process diagrams or materials lists. Fifth, based on the analysis of content weights, greater weights were placed on 'Inventions and Thoughts', and 'Invention Experiment Activities,' while 'Understanding Inventions' and 'Invention and Patents' chapters did not have a lot of texts involved. Sixth, based on the analysis of content presentation methods, most textbooks combined figures, tables, illustrations and texts to discuss the topics. Based on the above study results, we suggest the following: First, a consistent education curriculum should be developed over the topic of invention; and second, more precise and systematic analysis of textbooks would need to be performed.

• 발명특허
• /
• v.5 no.7 s.53
• /
• pp.20-22
• /
• 1980

중세과학자가 크롬비(A.C Crombie)에 따르면 중세는 과학과 기술, 그리고 과학의 방법에서 모두 진전을 보였다. 먼저 합리적 설명의 개념, 특히 수학의 이용의 회복은 어떻게 이론을 세우고 검증 또는 반증하는 가의 문제를 제기했다. 이 문제는 스콜라적인 귀납이론과 실험적 방법에 의해 해결되었다. 그 예는 13, 14세기의 광학과 자기학에서 볼 수 있다.

• Journal of Korea Technology Innovation Society
• /
• v.16 no.2
• /
• pp.408-423
• /
• 2013

As the word 'creation and innovation' has been the keyword in success, there has been an increasing interest in TRIZ (Theory of inventive problem solving). So far, TRIZ has been applied to electronics and mechanics as the prime mover of product innovation. This study is to explore the applicability of TRIZ to the biotechnology sector, a future emerging technologies, especially to problem solving and innovative research and development. This study was focused on red ginseng processing. Problem causes and contradictions were identified with regard to processing-related problems, and 'the 40 principles of invention' were applied to problem solving. Steamed fresh ginseng is called 'Red ginseng'. Cracks in red ginseng cause the loss of active ingredients and also are not of merchantable quality. In the 40 principles of invention, applicable ones were finally selected through contradiction matrix and brainstorming, the tools of TRIZ. With experiments, effective methods were suggested to prevent red ginseng from cracking in a steaming process.

• 대한공업교육학회지
• /
• v.39 no.2
• /
• pp.1-18
• /
• 2014

This study took existing invention intellectual property related textbooks being utilized in secondary vocational education, analyzed the formation status of 'key learning elements' reflection ratio and drew optimum key learning elements formation ratio by invention intellectual property education content required in secondary vocational education in the future. For this, the study task was set up as 'what kind and how much of invention intellectual property key learning elements are in the invention intellectual property textbook education content now and what is the desirable ratio of each key learning elements in the future'. To resolve this task, 3 specialists analyzed the invention intellectual property education content reflection status and optimum reflection ratio by invention intellectual property education content required in the future is suggested by Delphi survey. The results of this study are as following. First, the result of analysis on invention intellectual property key learning elements included in the invention patent recognition books being utilized in secondary vocational education was that the books included all key learning elements; however, some textbooks have the trend of concentrating in D area (problem-solving activities). Second, the result of analysis on the reflection ratio by invention intellectual property education content area in the invention patent recognition books being utilized in secondary vocational education was that there was the trend in most textbooks that they concentrate in intellectual property creation area; while some textbooks deal with intellectual property protection area and intellectual property utilization area. Regarding by achievement type, knowledge area was main in all textbooks. Meanwhile, function area is dealt in invention patent basic, invention and problem-solving and design textbooks. Attitude area is not dealt or is dealt insufficiently in most textbooks. Third, the optimum reflection ratio of invention intellectual property education key learning elements required in secondary vocational education in the future as obtained by specialists' delphi survey was that it is necessary to decrease D (problem-solving activities) 17.7% area, E(invention fusion knowledge) 2.9% area, K(patent application) 6.9% and L(patent information investigation) area 9.6%. Regarding the optimum reflection ratio of invention intellectual property education content, it is suggested that the invention literacy area 3.1%, intellectual property creation area 4.5% and intellectual property protection area 10.6% would be decreased; while intellectual property utilization area 17.7% would be increased. Regarding optimum reflection ratio of achievement type, it is suggested that knowledge area 52% would be decreased; while function area 32.3% and attitude area 19.6% would be increased.

• 발명특허
• /
• v.37 no.1
• /
• pp.36-39
• /
• 2012

'소녀시대' 상표를 의류 식품 미용 통신판매업 등의 9개 분야에 대해 A씨가 2007년 출원하여 현재 상표권을 보유한 상태로 알려졌다. A씨는 자신의 상표권을 기초로 하여 무단으로 온라인 쇼핑몰에 '소녀시대' 상표권 침해 금지 경고장을 보냈으며, 이 사실이 SM측에 알려지면서 '소녀시대' 상표권을 둘러싼 문제가 야기되었다. 소녀시대가 데뷔할 즈음에 '소녀시대'를 출원한 A씨의 상표권은 그대로 유효할까? 아니면 무효화시킬 수 있을까? 끊임없이 문제가 되고 있는 타인의 상표 선점 문제를 어떻게 해결할 것인지에 대해 다시 한번 살펴보고자 한다.

• CDE review
• /
• v.12 no.1
• /
• pp.37-61
• /
• 2006

• Journal of The Korean Association For Science Education
• /
• v.42 no.1
• /
• pp.161-176
• /
• 2022

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.

• Proceedings of the KSME Conference
• /
• 2005.11a
• /
• pp.227.1-227.1
• /
• 2005

• Journal of vocational education research
• /
• v.30 no.4
• /
• pp.281-300
• /
• 2011

This study tried to look into what are happening in the 'class for the talented in invention' using COS-R developed by VanTassel-Baska. Teaching and learning activities within the classroom were observed and analyzed in terms of teacher's observation and teacher's observation, respectively. Based on results of this study, conclusions are as follows. First, it was founded that there are some commonalities between teacher observations and student observations. Based on teacher observations, differentiated teaching activities considering individual characteristics are rarely observed, and for students, it was true. Therefore, supplying a special training program for teachers are needed in order to make teachers and students engage in changing their teaching and learning behaviors. Second, on the side of teachers, they usually emphasize the importance of curriculum planning and implementation, problem solving, creative thinking et al. However, they barely stress the characteristics of research methods, critical thinking, and considering individual characteristics and the level of intellectual ability. Third, on the side of students, they frequently respond to solving problems and critical thinking at the same degree. On the other hand, systemic efforts of considering individual differences and adapting to them have been less regarded in both teaching and learning. In sum, for the successful 'Invention gifted classroom', establishing an educational environment to consider individually guided instruction and taking a balance among various factors embedded in teaching and learning situation should be required.

• 발명특허
• /
• v.5 no.10 s.56
• /
• pp.24-26
• /
• 1980

스스로는 대수롭지 않게 생각하고 한 일이 뜻밖에 엄청난 결과를 낸 경우를 역사에서 가끔 볼 수 있다. 과학혁명의 테이프를 끊은 코페르니쿠스(Nicolaus Copernicus, $1473\~1543$)가 그 좋은 예다. 그의 새로운 우주체계는 과학혁명의 불씨가 되었지만, 본의는 천문학의 조그만 개혁을 넘어서는 것이 아니었다. 만일 그가 150년뒤의 무서운 변화를 보았다면 공포에 질려 몸을 떨었으리라. 1400년동안 잘 내려온 프톨레마이오스의 지구중심우주체계가 새삼스럽게 문제된데는 두가지 이유가 있었다. 첫째, 프톨레마이오스체계를 토대로 해서 만든 력은 1년의 길이가 일정하지 않아 크게 불편했다. 둘째, 프톨레마이오스의 지구중심설은 많은 결함을 지니고 있었는데, 당시의 천문학자들이 이를 해결하기 위해 제멋대로 고쳐서 우주체계가 걷잡을 수 없이 복잡해졌다.