• 대한공업교육학회지
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• v.30 no.1
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• pp.46-55
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• 2005

The purpose of this study is to contemplate the relationship between a cognitive styles(field-independence/dependence, Fl/D)and a technological problem solving(TPS) among the industrial high school students. When it comes to perception, remembrance and consideration, we all have our own individual and steady patterns. We call them cognitive styles. FI/D is one kind of cognitive styles and it is about how dependently we perceive the field which each object has. Custer(1995) presented the technological problem among problem solving existed in various types as organizing it with four conceptional frames, which are invention, design, trouble shooting and procedures. We tested 56students belong to B industrial high school in A city, Korea. We used Group Embedded Figures Test(GEFT) to experiment the FI/D cognitive styles. We also did the TPS test by using an appliance which a researcher has developed. The appliance was made according to the technological problem and its validity was justified by an expert. We came up with a correlation coefficient between the FI/D cognitive styles and TPS to figure out what kind of relationship those two variable factors have and how much they are correlated each other. The correlation coefficient turned out ".59" which means they have significant and positive correlation.To find out the TPS difference between FI group and FD group, we compared each group's TPS score. As a result of the analysis, the FI group's TPS score is significantly higher than FD group's one.

• Korean Journal of Computational Design and Engineering
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• v.10 no.5
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• pp.365-374
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• 2005

Most of people who are engaged in research and development find it difficult to solve the engineering problems creatively due to the lack of ideas. TRIZ is one of the emerging problem solving techniques that leads us to a very useful and clear solution. TRIZ consists of several tools such as ideal final result (IFR), physical and technical contradictions, 40 invention principles, resource, effect, etc. However, many designers think that TRIZ is hard to be applied to a design problem since there are several tools in TRIZ. Machine designers may want to see which tool is more effective than others. Thus, this paper provides sample solutions of a design problem: holder design for the bottle etching machine by applying several TRIZ tools. Difficulties in applying TRIZ to a design problem are discussed.

• 대한공업교육학회지
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• v.40 no.1
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• pp.1-22
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• 2015

The purpose of this study was to select and organize educational contents needed to achieve systematic education of Invention intellectual property in secondary vocational education and ultimately to provide basic data for development of national-level curriculum. For this, the study, based on literature research, selected and organized educational contents of Invention intellectual property and learning elements in secondary vocational education, which served as the first draft. Then, the study verified its validity through experts' meeting and prepared its final draft. The experts' meeting comprized three teachers engaged in education of Invention intellectual property, two researchers (including a professor) and one person in charge of intellectual property. This study had following findings. First, the first draft of selection and organization of educational contents of Invention intellectual property in secondary vocational education as per the literature research suggested nine subject and 39 educational contents. The result of validity analysis for the suggested first draft turned out to be generally valid at 4.4 on average. Opinions modified and added by the experts' meeting were 30 in total with 5 altered, 20 modified and 5 added. Second, the result of validity analysis of learning elements in educational contents by the subject turned out to be generally valid. Average validity by the subject was revealed as Basics of invention 4.4, General invention/patent 4.5, Invention & problem solving 4.3, General intellectual property 4.5, Invention & design 4.6, Particulars of patents 4.4, Patent drawings 4.5, Patent & own business 4.5. Third, the final draft of educational contents of Invention intellectual property in secondary vocational education selected and organized eight subjects and 40 educational contents. The finally-suggested subjects included Basics of invention, General invention/patent, Invention & problem solving, General intellectual property, Invention & design, Particulars of patents, Patent information, Patent & own business.

• The Journal of Korean Association of Computer Education
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• v.22 no.1
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• pp.87-98
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• 2019

It is easy to assume that contradictions are logically incorrect or empty sets that have no solvability. This dilemma, which can not be done, is difficult to solve because it has to solve the contradiction hidden in it. Paradoxically, therefore, contradiction resolution has been viewed as an innovative and creative problem-solving. TRIZ, which analyzes the solution of the problem from the perspective of resolving contradictions, has been used for people rather than computers. The Butterfly model, which analyzes the problem from the perspective of solving the contradiction like TRIZ, analyzed the type of contradiction problem using symbolic logic. In order to apply an appropriate concrete solution strategy for a given contradiction problems, we designed the Butterfly algorithm based on decision making tree. We also developed a visualization tool based on Python tkInter to find concrete solution strategies for given contradiction problems. In order to verify the developed tool, the third grade students of middle school learned the Butterfly algorithm, analyzed the contradiction of the wooden support, and won the grand prize at an invention contest in search of a new solution. The Butterfly algorithm developed in this paper systematically reduces the solution space of contradictory problems in the beginning of problem solving and can help solve contradiction problems without trial and errors.

• Journal of Engineering Education Research
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• v.19 no.1
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• pp.3-10
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• 2016

This study was conducted to identify Korea's TRIZ research trends and to propose implications for setting a direction for future TRIZ research by analyzing TRIZ-related research over the past 15 years, or from 1998 to 2013. The subjects in this study were 256 published studies, including 149 studies in academic journals, 97 master theses, and 10 doctorate theses. This study reached the following conclusion. First, academic journals were the most frequent form of publication of TRIZ-related studies, followed by master's degree theses, and doctorate theses. Second, two or more TRIZ tools were used to solve problems and the most frequently used topic was technical contradiction as the result of frequency analysis for TRIZ research topics. This signified that it was easier to solve problems when various TRIZ tools were used, rather than applying a single TRIZ tool while technical contradiction was considered to be actively used as it allowed the relatively easy understanding of TRIZ. Third, the use of TRIZ research topics had increased and diversified each year. This could be interpreted to be based on the increased understanding of TRIZ. Fourth, case studies and experimental research were the most frequently used methods in TRIZ-related research. This was because various TRIZ tools were applied on problem solving situations, which were directly proposed as the research result. Fifth, the use of TRIZ was increasing in the educational field. Specifically, it was noted that TRIZ was used in creativity education with the use of 40 invention principles in elementary, middle, and high schools.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.197-215
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• 2010

Intuition plays an important role in the mathematical education as well as the process of invention in mathematics. And many mathematics educators became interested in intuition in mathematics education. So we need to analyze the effect of the characters of intuition of elementary students. In this study, the questionnaire and the interview were used. The subjects were 6 grade-103 students in the questionnaire. They were asked to solve the problems in the questionnaire which was designed by the researcher and to describe the reasons why they answered like that. Students are effected directly by the characters of intuition, ie self-evidence, intrinsic certainty, implicitness, etc. And the effect come from intuitive and ordinary experiences and the results of previous learning. In conclusion, we have to be interested in teaching via intuition and to control the effect of the characters of intuition.

• 대한공업교육학회지
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• v.38 no.1
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• pp.275-297
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• 2013

Invention Teacher Education(ITE) is composed of Invention Contents Standards(ICS) and Invention Education Standards(IES). The purpose of this study is to developing ICS of ITE. To achieve the goal, we used the methods of research; analyzing advanced research, content analysis, development, survey, verify the validity. The research results of this study is summarized as follows. ICS is composed of 10 large areas; the concept and characteristic of invention, invention and society, invetion in living, creativity development, invention and design, invention and solving problem, convergence of knowledge and invention, invention project, intellectual properties and patent application, invention and management of technology. 10 large areas has 20 core contents and 90 subordinate elements. ICS will be based on the academic of developing programming besides it will be reference of standards in the case of progressing invention education.

• The Mathematical Education
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• v.27 no.1
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• pp.15-23
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• 1988

We are at the onset of a major revolution in education, a revolution unparalleled since the invention of the printing press. The computer will be the instrument of this revolution. Computers and computer application are everywhere these days. Everyone can't avoid the influence of the computer in today's world. The computer is no longer a magical, unfamiliar tool that is used only by researchers or scholars or scientists. The computer helps us do our jobs and even routine tasks more effectively and efficiently. More importantly, it gives us power never before available to solve complex problems. Mathematics instruction in secondary schools is frequently perceived to be more a amendable to the use of computers than are other areas of the school curriculum. This is based on the perception of mathematics as a subject with clearly defined objectives and outcomes that can be reliably measured by devices readily at hand or easily constructed by teachers or researchers. Because of this reason, the first large-scale computerized curriculum projects were in mathematics, and the first educational computer games were mathematics games. And now, the entire mathematics curriculum appears to be the first of the traditional school curriculum areas to be undergoing substantial trasformation because of computers. Recently, many research-Institutes of our country are going to study on computers in orders to use it in mathematics education, but the study is still start ing-step. In order to keep abreast of this trend necessity, and to enhance mathematics teaching/learning which is instructed lecture-based teaching/learning at the present time, this study aims to develop/present practical method of computer-using. This is devided into three methods. 1. Programming teaching/learning method This part is presented the following five types which can teach/learn the mathematical concepts and principle through concise program. (Type 1) Complete a program. (Type 2) Know the given program's content and predict the output. (Type 3) Write a program of the given flow-chart and solve the problem. (Type 4) Make an inference from an error message, find errors and correct them. (Type 5) Investigate complex mathematical fact through program and annotate a program. 2. Problem-solving teaching/learning method solving This part is illustrated how a computer can be used as a tool to help students solve realistic mathematical problems while simultaneously reinforcing their understanding of problem-solving processes. Here, four different problems are presented. For each problem, a four-stage problem-solving model of polya is given: Problem statement, Problem analysis, Computer program, and Looking back/Looking ahead. 3. CAI program teaching/learning method This part is developed/presented courseware of sine theorem section (Mathematics I for high school) in order to avail individualized learning or interactive learning with teacher. (Appendix I, II)

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

• 대한공업교육학회지
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• v.33 no.1
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• pp.169-190
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• 2008

The purposes of this research were to review the validity and to investigated educational needs of the establishment for invention gifted school. And this study was conducted on the establishment plan through diagnosis necessity and validity of the establishment for invention gifted school. The methodes of this study were review, investigation researches, workshop, expert review for validity and a seminar. The results was as follows: First, the invention gifted school presented distinctive curriculum and instruction methods. The curriculum focus on engineering, technology, invention, problem solving, and STEM. And it presented scenario on the establishment of invention gifted school from the viewpoint of necessity and distinction. Second, the invention gifted school investigated high-level transition from demand of education of students and their parents. Third, the necessity level was higher than the validity and feasibility with expert assessment. But, before the establishment of the invention gifted school institute will review pre-requirements and hinder factors.