• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.28-34
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• 2010

Traditionally engineers' main roles are concentrated on solving any given problems and engineering education has emphasized problem solving ability. Therefore engineers intend to solve easily perceived problems with their knowledge and experience instead of trying to analyze the given problems thoroughly and to define real problems, and go through lots of trial and error. So, engineers require the ability to define real problems accurately before trying to solve the problems. This study proposes a real problem definition process using visualization of a core zone and TRIZ concepts such as contradictions and IFR(Ideal Final Result) in order to define real problems with minimum trial and error. TRIZ is the theory of inventive problem solving and was developed by a Soviet engineer and researcher Genrich Altshuller from 1946. Nowadays many industries use TRIZ and its effectiveness was already proved by lots of real problem solving in various areas. Therefore TRIZ might be very effective tool for developing students' inventive thinking ability in engineering education.

• 한국디지털정책학회:학술대회논문집
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• 2006.12a
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• pp.177-184
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• 2006

지적 창의경영은 지식의 공유와 생성으로 나눌 수 있는 데, 지식 생성 분야에서 창의성 연구에서 나온 창의적 문제해결 방법론이다. 이 글에서는 공학 분야에 주로 사용되는 TRIZ 이론을 비공학 분야와 비즈니스 분야, 지적 창조경영의 지식 생성 분야에서 응용사례와 활용 가능성을 기술하였다. TRIZ는 공학분야의 전세계 특허와 기술혁신 사례들을 분석하여 개발하였으나, 이 창의적 문제해결 이론은 러시아 공산주의 사회라는 특수한 상황에서 개발되어서 경영과 비즈니스를 다루고 연구하는 일에는 많은 어려움이 있었다. 그러나 러시아가 개방되면서 최근 TRIZ의 다양하고 강력한 기법들을 비공학 분야와 선진기업 경영이나 비즈니스에 접목시켜 연구되고 있다. TRIZ연구는 변화와 경쟁이 기본이라고 여겨지는 비지니스 활동에서 강력한 문제 해결능력과 아이디어를 가지도록 도와주고 있다. 이 글에서 비즈니스에서 성공과 실패라는 모순을 일으키는 문제를 고전적인 TRIZ의 모순 해소 매트릭스와 비슷한 비즈니스 매트릭스를 이용해서 해결되는 선진 기업의 창조적 경영 응용 사례를 살펴 보고 향후 활용 가능성을 연구하였다.

• Proceedings of the Korea Technology Innovation Society Conference
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• 1999.11c
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• pp.379-398
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• 1999

본 연구는 창의적 문제해결과정에 대한 개념을 신제품 개발 프로젝트에 적용하여 문제해결 관점에서의 신제품개발 성과 모델을 제시하고 있다. 연구개발 프로젝트 팀과 관련한 연구논문들이 그 동안 많이 있었으며, 각각의 이론들은 상호 이질적이고 다른 관점을 취해 연구자와 실무자들에게 다소의 혼란을 야기하여 왔다. 대표적으로 살펴보면 합리적 계획, 의사소통 망, 훈련된 문제해결의 세 개의 차원으로 나누어진다. 이러한 이유로 국내외 학자들은 통합모델을 제시하려고 노력하여 왔다. 그러나 그러한 접근은 신제품 개발의 본질적 성격을 반영하는 새로운 깊이 있는 차원으로서의 모델 통합이 아니라 단순히 영향 요인들의 나열 또는 종합하는 특징을 지니고 있다. 본 연구는 신제품 개발 R&D 팀이 본질적으로 문제해결 집단이라는 전제하에 창의적 문제해결을 위한 구성원들의 문제해결 몰입과 해결안의 질적 수준의 향상을 높이기 위하여 R&D 팀의 인지적 다양성과 R&D팀의 위상과 관련하여 R&D 환경 성숙도라는 새로운 변수를 추가하였다. 여기서 제시하는 창의적 문제해결과정으로서의 R&D팀 성과와 관련된 연구모델은 본질적인 것을 다루면서 단순화 된 모델로서 그 동안 여러 관점에서 다루어져 온 개념들을 통합할 뿐만 아니라, 새로운 차원에서 R&D 성과를 높이는데 개념으로 많은 도움을 줄 것이다.

• Proceedings of the KAIS Fall Conference
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• 2010.05b
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• pp.937-940
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• 2010

21세기 정보화 세계화 사회에서 창의적이고 자율적인 인간양성을 위한 교육개혁으로 창의적 인재양성, 자기주도적 학습능력 배양이 강조되어지고 있다. 그럼에도 불구하고 제주지역 농어촌의 경우 인구 집중이 도시로 이루어지면서 농어촌의 인구가 감소되어지고 그러한 결과로 소규모 학교는 통폐합이되면서 교육여건은 악화되고 있는 실정이다. 이에 제주지역 농어촌 교육문제를 해소하여 학생들의 이농현상을 줄일 수 있으며, 창의적이고 자기주도적인 학습 능력을 배양할 수 있는 프로그램 개발의 필요성을 느끼게 되었다. 본 연구에서는 도시와 농어촌의 서로 다른 교육여건에 기반하여 교육내용을 특성화함으로써 제주지역 농어촌 학생의 창의적 문제해결력 향상을 위한 통섭적 활동 모형과 프로그램을 개발하기 위한 이론적 고찰을 하였다. 도시와 농어촌의 학력격차를 해소하기 위해서는 농어촌 학생에게 적절한 교육내용과 활동으로 재편성하여 가르칠 필요가 있다. 특히 제주도는 농촌과 어촌, 도시형이 특별히 구분되어지는 것이 아니라 하나의 통합된 생활문화의 특징을 가지고 있다. 앞으로 본 연구의 이론적 고찰을 바탕으로 제주지역 농어촌 학생들의 일상적인 생활환경에서 접하게 되는 다양한 활동 속에서 창의적으로 문제해결을 할 수 있도록 통섭적 활동 모형과 프로그램을 개발하여 적용하게 되면 학생의 역량을 강화시키고 잠재해 있는 창의적 문제해결력을 개발하여 학력향상에 기여할 수 있을 것이다.

• The Journal of the Korea Contents Association
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• v.11 no.3
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• pp.496-504
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• 2011

The purpose of this study is to inquire the technique of creative problem solving based on OTSM-TRIZ. This is necessary to construct and design the contents that can improve the creative thinking skill for preschool students. So the study contents of this paper are as follows : First, it is to understand the concepts of creative problem solving. Second, it is to examine the theoretical background of OTSM-TRIZ. Third, it is to analysis the educational cases based on OTSM-TRIZ. Particularly, this study investigated Russian educational cases which targeted preschool students. OTSM-TRIZ is problem solving tool that TRIZ had to be transformed into the 'General Theory of Strong Thinking'. At present, this tool is applied on the educational program for thinking creatively at kindergarten, elementary school, middle and high school. And TRIZ is the thinking technique of creative problem solving that can be the tool of inventory solutions by finding and get over the key of contradiction that is necessary to obtain ideal final results of suggested problems.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.2
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• pp.114-120
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• 2011

This paper proposed a model of Creative Problem Solving education, using CREAX software based on TRIZ. Learners can get the motivation about development of creative thinking through the theory of TRIZ. Furthermore, they can have good command of creative problem-solving process from the software practice course. As a result of the study, the learners could realize the importance of the creativity and adaptability which are demanded from the knowledge-based society. We planned a three major course for development about adaptability of creative problem solving process and we proposed a guideline about each step of the software utilized CREAX. So, we established the courses about leaners can get the creative problem-solving skill more efficiently.

• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.365-388
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• 2009

In this paper we solve various triangle construction problems given by three points(a midpoint of side and other two points). We investigate relation between these construction problems, draw out a base problem, and make hierarchy of solved construction problems. In detail we describe analysis for searching solving method, and construction procedure of required triangle.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.2
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• pp.65-76
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• 2017

The purpose of this study is to promote the activation of creative problem - solving education in Korea through the case of countries leading education for creative problem solving in order to overcome the limitation of creative problem solving education in Korea. Based on 5 success factors by our cases of United States, Singapore, and Dublin City University in Ireland, we focused on the cases and extracted five key characteristics of creative problem solving education. The university should be able to provide various information gathering and theoretical knowledge for problem definition as well as continuing guidance and mentoring, rather than one-time teaching, in the form of teaching-student cooperative learning paradigm. Second, the class should be a team - based learning team which is a key factor in overseas universities' policy, so as to be able to identify differentiated, new ideas and creative problem solving methods based on knowledge and experience sharing. The creative problem solving method derived from education could be able to collect, organize, and apply to the field continuously and comprehensively about the learning process of the individual. Evaluation of curriculum should be based on characteristics of school and characteristics of students. The results of creative problem-solving education should be evaluated in order to continuously develop and create value in addition to the outcomes of the class. Therefore, it is necessary to develop an evaluation process for each university. The university should try to make creative problem solving education create value through specialization of university. Based on this, we propose a creative problem solving education framework.

• Journal of Gifted/Talented Education
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• v.24 no.5
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• pp.733-755
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• 2014

This study aims to develop and validate Creative Problem Solving Profile Inventory (CPSPI) which is a scale to measure the creative thinking style, based on the CPS theory. For redeeming the limits of existing scales, this study developed an inventory which includes an evaluation for cognitive ability as well as cognitive preference and the stage to share an idea with others and persuade (Persuasion & communication stage). At the early stage, 7 factors (stages) and 82 items were developed and finally, 5 factors and 39 items were selected through item analysis and validation of construct validity. In conclusion, CPSPI will be used as an educational tool for self-development by knowing own's strengths and weaknesses in the creative problem-solving process, and help in displaying cooperative creativity by understanding other people and interaction, based on creative thinking profiles of group members.

• Journal of the Korea Society of Computer and Information
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• v.28 no.2
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• pp.227-234
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• 2023

In this paper, we developed a design thinking-based artificial intelligence education program for middle school students and applied it to verify the impact on creative problem-solving skills. The inspection tool used the Creative Problem Solving Profile Inventory (CPSPI), an inspection tool for measuring creative thinking type ability based on the CPS theory of Hwasun Lee, Jungmin Pyo, Insoo Choe(2014). CPSPI included the steps of evaluating cognitive preferences and cognitive abilities by supplementing the limitations of existing tests, and sharing and persuading one's ideas with others. Before and after applying the design thinking-based artificial intelligence education program, as a result of analyzing the creative problem-solving ability, it increased significantly in all areas. As a result of analyzing the creative problem-solving ability of middle school students, significant results were found in the areas of Problem Detection and Analysis, Idea Generation, Action plan, Execution, Persuasion and Communication. The effect of design thinking was confirmed as a teaching and learning method to improve creative problem-solving ability in artificial intelligence education.