• Journal of The Korean Association For Science Education
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• v.42 no.1
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• pp.161-176
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• 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 Safety Management and Science Conference
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• 2010.11a
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• pp.191-198
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• 2010

본 논문은 원가절감과 신제품 개발에서 사용되고 있는 VE(Value Engineering)중에서 기능을 높이거나 원가를 낮출 수 있는 아이디어 발상단계에서 TRIZ를 적용하는 것에 대한 기법 개선 연구이다. VE는 미 국방성에서 시작되어 지금은 거의 모든 산업분야에서 적용하고 있는 관리.기술 향상을 위한 혁신 tool이다. TRIZ(Theory of Inventive Problem Solving) 는 러시아 과학자 알트슐러에 의해서 만들어진 창조적 아이디어 발상을 도와주는 아이디어 발상 Tool이라고 할 수 있다. 수 십 만 건의 특허를 분석해서 40가지의 발명원리를 도출해내어 체계적으로 정립한 파워풀한 아이디어 발상 도구 인 것이다. VE활동 중에 원가 절감 또는 제품의 가치 극대화 시키는 아이디어 발상단계에서 TRIZ를 접목한다면 VE의 완성도와 성과가 더욱 높아 질 것이라고 판단된다. 지금 까지 사용해 왔던 브레인스토밍, NM법, 오스본 체크리스트 ${\ldots}$ 등의 아이디어 발상 기법도 훌륭한 방법이지만 좀 더 체계적이고 분석적이며 파워풀한 TRIZ 기법을 활용하여 VE 프로젝트 프로세스를 한 단계 발전시키는 계기가 될 것이다.

• 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.

• Proceedings of the Korean Society of Computer Information Conference
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• 2013.01a
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• pp.317-320
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• 2013

트리즈는 처음에는 기술 분야에서 사용되었으나 현재는 창의적으로 문제를 해결하기위해 교육, 문화 등 비 기술적인 부분에서도 많이 연구되고 있다. 프로그래밍 교육방법에서도 가능한 대안을 생각해보고 오류를 검증 및 수정하는 과정에서 창의적인 사고과정이 포함되어 있다. 따라서 프로그램밍 교육에도 트리즈의 원리를 사용한다면 확산적 사고를 증진시키는 프로그래밍을 교육할 수 있을 것이다. 이에 본 연구에서는 트리즈의 40가지 발명원리를 활용한 프로그래밍 교육을 제안하였다. 프로그래밍 교육에 트리즈의 발명원리를 적용하여 프로그래밍에 다양한 방법을 시도하는 창의적인 프로그램 교육이 가능할 것이다. 추후에 프로그래밍 교육을 위한 더 다양한 트리즈의 원리를 활용하는 교육방법 연구가 필요하다.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.305-311
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• 2022

In this study, we wanted to apply the creative problem-solving theory of TRIZ to explore the possibilities of applying it in fashion design as well, and to develop a creative bag design so that one product design can be transformed into a form for another purpose. Through TRIZ's 4 invention principles, Local Quality No. 3, Universality No. 6, Nesting No. 7, and Another dimension No. 17, the solution was derived and applied, and the final design was developed, and it was found to satisfy the functionality and usability of 2 types of bag form and apron shape. Accordingly, it was confirmed that TRIZ as an invention principle technique can be fully utilized in fashion design. It is hoped that it will increase the possibility of developing a converged design in the future and be used as a basic example material for designing products that are highly utilized in everyday life.

• 대한공업교육학회지
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• v.31 no.2
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• pp.203-232
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• 2006

The purposes of this study are to examine the effects of learning, which was applied TRIZ's 40 inventive principles, on the improvement of learners' creativity and to offer basic information that would be necessary to study on Inventive Education in Technology Education. In order to achieve the purposes, objects were divided into two groups, experiment group(74 students) and control group(67 students), who were from B Middle school in Daejeon. Creativity Self-Assessment and Student Inventive Rating Scale were used as tools for research so that we could find the homogeneity in two groups. An applied design method was nonequivalent control group pretest-posttest design. This study was performed for 2 hours on the 1st and the 3rd Saturday in every month from the 3rd week of March, 2006 to the 3rd of July of 2006, and total researching period was 9 weeks. In that time, the students were required to learn 40 inventive principles. The results from this study are as below. (1) Applying TRIZ's 40 inventive principles had a positive effect on students' CQ(creative quotient), as influencing on the subordinate factors of creativity, such as, originality, germinal, trasformational, value, attraction, expressive power and organic systemicity. However it didn't have any effect on adequateness, properness, merit, complex and elegance. (2) Applying TRIZ's 40 inventive principles had a significant effect neither on CQ by sex, nor on the subordinate factors of creativity, except for originality and expressive power. Based on the results of the experiment, below suggestions were made to promote the application of TRIZ's 40 inventive principles to Technology Education. (1) Although this study was performed by using development activities, it is necessary to study more systemically to apply 40 inventive principles to regular subject in Technology Education. (2) As creativity was very important in Technology Education, there should be studies on the various types of inventive principles and techniques for Inventive Education in Technology Education.