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THE APPLICATION METHOD OF THE

CREATIVE ENGINEERING DESIGN

EDUCATION(CEDE) APPLYING TRIZ IN

TECHNOLOGY OF THE MIDDLE SCHOOL

THE APPLICATION METHOD OF THE

CREATIVE ENGINEERING DESIGN

EDUCATION(CEDE) APPLYING TRIZ IN

TECHNOLOGY OF THE MIDDLE SCHOOL

Chang-Hoon Lee, Ki-Soo KimChungnam National University, Korea

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Chungnam National University,Daejeon, Korea

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The application method of the creative

engineering design education(CEDE)

applying TRIZ in technology of the middle

school

The application method of the creative

engineering design education(CEDE)

applying TRIZ in technology of the middle

school

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1. Introduction

1.1. Purpose of the study

The science and engineering education has faced some problems in Korea. Students avoid studying natural science or engineering in the university although these are essential studies to enforce competitive power of national technology.

To overcome these trends, Korean government has prepared plans to support natural science and engineering departments in universities to develop their own programs to strengthen competitive power for this particular field of study.

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Especially, for engineering majors, universities

emphasize CEDE(Creative Engineering Design

Education).

If CEDE is taught in elementary and actualized in

technology education of middle or high school, this

preliminary education will help enhance interest in

engineering and enforce competitive power of national

technology.

1. Introduction

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Since important terms such as creation, innovation, invention and problem solving that have been focused in recent technology education are all related to CEDE, this paper applies TRIZ as a method of CEDE in technology, which is an acronym for ‘theory of inventive problem solving’ in Russian.

Thus, this study explores the application methods of CEDE utilizing TRIZ for teaching technology in the middle school.

1. Introduction

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1.2. Methodology

First, based on an extensive literature review, Creative Engineering Design Education (CEDE) was extracted from the middle school technology curriculum.

Second, a literature review was conducted on TRIZ, creative problem solving methodology.

Third, a systematic design procedure and components of Design Process were examined as CEDE methodology.

Finally, an application of CEDE was proposed in which TRIZ was applied in a middle school technology class.

1. Introduction

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JMIACT(Synder & Hales, 1981)

•manufacturing technology

•construction technology

•transportation technology

•communication technology.

TFAA(Technology for All Americans) project of ITEA(1996)

•++ bio-related technology

2. CEDE projects based on the analysis of middle school technology curriculum

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2. CEDE projects based on the analysis of middle school technology curriculum

In Korea, the core and common curriculum for

elementary and middle school technology classes

consists of 6 areas:

•understanding of technology

•manufacturing technology

•construction technology

•transportation technology

•communication technology

•bio-technology

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Table 1.CEDE projects at middle school level

Fields CEDE projectsmanufacturing technology

manufacturing a mini fan, chair plane, crane, reading desk, flower pot pole, dustpan, something on move, pencil case, robot arm using injector principle, drumming boy, a model for smoothing cloth by pounding, guard alarm, eccentricity round-trip equipment, circuit on breadboard, conveyor belt, automatic lighting system, and wood automata.

construction technology

constructing model for bridge, pagoda, a mini star observation tower made of wood, and clock tower.

transportation technology

manufacturing water-propelled rocket, water-propelled car, glider, sun-heat condensing equipment, model for boat, rubber-propelled airplane, and hatching eggs.

communication technology

manufacturing microphone, headphone, headset, electric circuit, FM wireless microphone, and FM radio.

2. CEDE projects based on the analysis of middle school technology curriculum

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3. Theory of inventive problem solving, TRIZ

3.1. The history of TRIZ

TRIZ is an acronym for the Russian words.

Teoriya Resheniya Izobretatelskikh Zadatch

Theory of the Solution of Inventive Problems.

TRIZ is commonly used to refer to the Theory of

Inventive Problem Solving.

Genrich Altshuller is considered the founder of TRIZ.

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3.2. Bsaic premises of classical TRIZ

Many traditional approaches to creativity and

innovation have a fatal flaw.

Trial and error does not guarantee a solution.

Altshuller was particularly interested in reducing the

time required to come up with an invention and

developing a structured, repeatable process to

enhance breakthrough thinking.

3. Theory of inventive problem solving, TRIZ

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3.2. Bsaic premises of classical TRIZ

Altshuller identified three basic premises of TRIZ.

Ideality, Contradictions, and Systems approach

Three more specific premises are:

1) the ideal design is a goal.

2) contradictions help solve problems.

3) the innovative process can be structured systematically.

3. Theory of inventive problem solving, TRIZ

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3.3. TRIZ’s problem solving process & psychological inertia

3. Theory of inventive problem solving, TRIZ

Psychological inertia vectorPsychological inertia vectorPsychological inertia vectorPsychological inertia vector

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3. Theory of inventive problem solving, TRIZ

Figure 1. TRIZ’s problem solving processFigure 1. TRIZ’s problem solving processFigure 1. TRIZ’s problem solving processFigure 1. TRIZ’s problem solving process

Standardization Specialization

Operator

Trial & errorTrial & error

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3.4. The Contradiction Table : improving the

normal problem solving process

The Contradiction Table is a tool that takes an important part in Classical TRIZ.

This is consisted of 40 Principles and 39 design Parameter.

In TRIZ, the work is conducted to generalize a

problem.

3. Theory of inventive problem solving, TRIZ

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4. A systematic design procedure

The design of a product begins with a statement of the

problem that defines the need.

Potential solutions are created, analyzed, and

modified before the final solution is attained.

Conceptual design is highly dependent upon

creative thinking.

It is characterized by the creation of numerous

potential solutions to a problem.

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A systematic design procedure

4. A systematic design procedure

Step 1. Definition of the problem

Step 2. Creation of potential solutions

Step 3. Analysis and evaluation of these concepts

Step 4. Selection of the best concept

Step 5. Iterative modification of the best concept

Step 6. Transformation of this concept into product

plans

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Start

Stop

Establish the problem area

Define the problem

Creative conceptual designs

Analyze and evaluate conceptual designs

Develop product design

4. A systematic design procedure

Figure 2. Essential ingredients of the design processFigure 2. Essential ingredients of the design process(Brian S. Thompson, 1997)(Brian S. Thompson, 1997)

Figure 2. Essential ingredients of the design processFigure 2. Essential ingredients of the design process(Brian S. Thompson, 1997)(Brian S. Thompson, 1997)

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5. Conclusions

First, projects for CEDE shown in Table 1 should be applied.

More projects in the manufacturing field than any

others.

These projects should not be limited to one field of

technology, but rather they should be incorporated in

their contents.

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Second, it is suggested that the Essential Ingredients of the Design Process in Figure 2 should be followed in order to solve the problems.

The core process of the design consists of 5 levels:

establish the problem area, define the problem,

create conceptual designs, analyze and evaluate

conceptual designs, and develop product designs.

5. Conclusions

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Third, while following the Design Process of

Figure 2, TRIZ should be applied for each

level of curriculum.

A new design process model needs to be proposed

for the utilization of TRIZ and it should be verified by

an expert.

5. Conclusions

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Fourth, TRIZ Operator (Problem, Standard

Problem, Standard Solution and Solution)

should be used as the first step for the

application of TRIZ.

Specific contents of CEDE which utilized TRIZ

Operator for the middle school students and the

effects of CEDE needed to be examined.

5. Conclusions

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Fifth, the principles with a higher frequency should be taught and applied prior to others as the second step for TRIZ application among TRIZ 40 Principles, such as transformation of properties, prior action, segmentation, replacement of mechanical system, and extraction.

It is necessary to examine what the minimum

principles are for CEDE at the middle school level

among TRIZ 40 Principles.

5. Conclusions

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chltech@cnu.ac.kr