• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1424-1435
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• 2015

The purpose of this study was to investigate the recognition about 'problem solving and invention' unit in technology and home-economics subject. The study was carried out through questionnaire survey method. The sample of this study was 397 8th middle school students. The data was collected using questionnaires and analyzed by the descriptive statistics, t-test and one-way ANOVA. The result of this study was as follows: First, middle school students presented positive preferences toward 'problem solving and invention' unit. Second, middle school students recognized the necessity of this unit. Third, the level of difficulty for this unit of students was intermediate. Fifth, middle school students recognized that learning 'problem solving and invention' unit made them have more interest than before learning it.

• 대한공업교육학회지
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• v.34 no.1
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• pp.155-170
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• 2009

This study aims at examining text contents and its writing directions and analyzing their validity to develop text books of "invention and problem solving", which will be used for advanced courses of specialized high school of invention and patents. To develop text book contents and writing direction, literature research and professional association meetings were performed and to verify validity on developed text book contents and writing direction, survey research was performed. The subjects of survey research to verify validity consist of seventy five teachers who participated in the training course for invention leaders hosted by International Intellectual Property Training Institute (IIPTI) of Korean Intellectual Property Office (KIPO). To examine validity on text writing directions, each area of the text, themes, and modules, questionnaires that consist of multiple choice questions, and open questions that participants can describe their opinions were developed. Text book writing plans are included in the questionnaires to help the understanding on text book contents. The conclusions drawn from results of validity analysis are as follows: First, each theme and modules of 'invention and problem solving' were properly developed for common text books for the advance course of specialized high school of invention and patents. Second, as for the text book writing direction of 'invention and problem solving', text books emphasize research ability and creative thinking. They were developed to help increase critical thinking, logical thinking and problem solving ability.

• 대한공업교육학회지
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• v.31 no.1
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• pp.86-109
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• 2006

The purpose of this study was to reform the existing state of educational program for invention by TRIZ, theory of inventive problem solving. Major findings of the study were follows : First, students had a chance to get a inventive solution from the problem they were inventing. Second, the new educational program for invention was developed according to the procedures on the standpoint of pedagogy with the TRIZ. Third, according to the survey of the new educational program for invention has found that as follows: -Students were of help to know the invention, to be beneficial, but the basic concepts of TRIZ were not easy to them. -Student wished to advice their colleague the new program for invention, because they had chances to overcome a fixed idea, extend creativity and think. Fourth, TRIZ, the systematic method of problem solving for invention, provide students with the thinking method to overcome fixed ideas and the tool of knowledge.

• Journal of Engineering Education Research
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• v.18 no.3
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• pp.39-45
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• 2015

Many methods have been suggested for a creative problem solving approach. TRIZ approach is ranked top in its practical application because it is originated from the real patent analysis. This approach is assumed to be generic which can be applied to any types of problems regardless of problem type and its domain. The objective of this study is to propose a creative problem solving approach using TRIZ's contradiction analysis, then introduce a case study of applying this approach to a creative design coursework. Main topic covers a creative problem solving approach, a problem definition using TRIZ contradiction analysis, finding invention principles, and problem solving from the generic approach. For the course project, Roborobo tool is adopted to implement the design concept. This coursework helps students finding a general problem solving approach, and applying a generic solution for their specific problem domain.

• 대한공업교육학회지
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• v.40 no.2
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• pp.155-174
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• 2015

The purposes of this study were to analyze the property of educational needs of teachers for educational contents of invention and intellectual property in secondary vocational education and provide fundamental data for the development of job training programs so as to develop the capabilities of teachers, the base for effective education of invention intellectual property in secondary vocational education. To achieve them, educational needs for the educational contents of invention intellectual property and the priority of the educational needs in secondary vocational education based on the recognition of the teachers were analyzed and suggested. Concrete results of this study can be suggested as follows. First, the average of educational needs of the teachers for the educational contents of invention intellectual property in secondary vocational education was 5.02. There were 23 items of the educational contents whose educational needs were higher than the average of the whole items and for those items and the average of each item, there were F4(The average of patent applications) 6.72, F5(Modification and supplementation of specification sheets) 6.46, F2(Writing of patent floor plans) 6.39, F3(Writing of patent specification sheets and abstraction) 6.31, A5(Invention method and activity) 6.27, E6(Invention design project) 6.15, H3(Invention commercialization) 5.97, F1(Patent information and application) 5.90, E5(Design obligation) 5.78, E3(Designing process of inventional design) 5.77, A4(Invention and problem solving) 5.57, G2(Patent investigation and classification) 5.47, C2(Thinking method of inventional problem solution) 5.45, E4(Production of inventional design product) 5.45, B5(Inventional patent project) 5.42, A2(Creativity development) 5.26, C4(Inventional problem solving project) 5.26, H4(Invention marketing) 5.26, H2(Analysis on invention commercialization) 5.20, D4(Invention and management) 5.16, C3(Problem solving activity) 5.14, E2(Inventional design devise and expression) 5.11, B3(Actuality of inventional method) 5.08 in order. Second, for the priority of educational needs of the teachers for the educational contents of invention intellectual property in secondary vocational education, there were 13 items of the educational contents for the first rank, 10 for the second rank and 17 for the third rank. The items of the educational contents for the first rank were A4(invention and problem solving), A5(inventional method and activity), B5(Invention patent project), C2(Thinking method of inventional problem solution), C4(Inventional problem solving project), E3(Inventional design process), E4(Production of inventional design product), E5(Design obligation), E6(Invention design project), F1(Patent information and application), F2(Writing of patent floor plan), F3(Writing of patent specification sheet and abstract), and H3(Invention commercialization. The items of the educational contents for the second rank were A2(Creativity development), B3(Actuality of inventional method), C3(Problem solving activity), D4(Invention and management), E2(Invention design devise and expression), F4(Range of patent demand), F5(Modification and supplementation of specification sheet), G2(Patent investigation and classification), H2(Analysis on invention commercialization), and H4(Invention marketing). The items for the third rank were the educational contents except the ones of the first rank and the second rank.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.45 no.3
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• pp.139-149
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• 2022

Korea's Corona 19(COVID-19) quarantine, referred to as 'K-Quarantine', is a globally recognized quarantine system that has achieved both conflicting goals: health and economy. The quarantine system represented by 3T(Test-Trace-Treat) is not a method of blocking an area, but a method of screening and treating infected and non-infected persons. The screening center, one of the key elements of this screening treatment system, has evolved to suit the timing and situation of COVID-19, and has succeeded in initial response by conducting large-scale tests quickly and safely. By analyzing the evolution of screening centers that produced such significant results from a problem-solving point of view, it proved its meaning as a practical success case of creative problem-solving. In addition, the usefulness of TRIZ (Russian abbreviation of Theory of Solving Inventive Problem), a creative problem-solving theory, was confirmed through an analysis of actual verified cases of COVID-19 response. TRIZ is a problem-solving theory created by analyzing the regularity of invention patents, and is widely used not only in the technical field but also in the non-technical fields such as design, management, and education. The results of this study are expected to provide useful meaning and practical examples to researchers interested in system analysis and TRIZ application from a problem-solving perspective.

• Food Industry And Nutrition
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• v.21 no.2
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• pp.40-43
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• 2016

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.9
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• pp.290-301
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• 2017

This research aimed to develop problem creating worksheets as a teaching & learning material for problem solving activities and assess its effectiveness. Activity worksheets for creative problem development were established. The effectiveness of the problem-creating classes taught to gifted students in invention was evaluated. In addition, effective strategies for encouraging problem creating and question making in teaching & learning processes were explored. The creative problem identification activity consisted of 5 steps, which are idea creation, convergence, execution, and evaluation. The results showed that elementary and middle school students taught in the classes using this problem-identification worksheet were highly satisfied with the program. This study concluded that it requires an educational environment, government level collaboration, and support to create a mature social atmosphere and educational environment motivating students to keep asking questions and identify problems. Through continual modification, additional ongoing efforts to increase the credibility and the quality of the worksheets as a creative problem solving and learning tool will be needed.

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

• Communications of Mathematical Education
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• v.22 no.4
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• pp.471-487
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• 2008

Inventive mathematical thinking, original mathematical problem solving ability, mathematical invention and so on are core concepts, which must be emphasized in all branches of mathematical education. In particular, Polya(1981) insisted that inventive thinking must be emphasized in a suitable level of university mathematical courses. In this paper, the author considered two cases of inventive problem solving ability shown by his many students via real analysis courses. The first case is about the proof of the problem "what is the derived set of the integers Z?" Nearly all books on mathematical analysis sent the question without the proof but some books said that the answer is "empty". Only one book written by Noh, Y. S.(2006) showed the proof by using the definition of accumulation points. But the proof process has some mistakes. But our student Kang, D. S. showed the perfect proof by using The Completeness Axiom, which is very useful in mathematical analysis. The second case is to show the infinite countability of NxN, which is shown by informal proof in many mathematical analysis books with formal proofs. Some students who argued the informal proof as an unreasonable proof were asked to join with us in finding the one-to-one correspondences between NxN and N. Many students worked hard and find two singled-valued mappings and one set-valued mapping covering eight diagrams in the paper. The problems are not easy and the proofs are a little complicated. All the proofs shown in this paper are original and right, so the proofs are deserving of inventive mathematical thoughts, original mathematical problem solving abilities and mathematical inventions. From the inventive proofs of his students, the author confirmed that any students can develope their mathematical abilities by their professors' encouragements.