• Journal of Korean Society for Quality Management
• /
• v.46 no.2
• /
• pp.259-268
• /
• 2018

Purpose: SIT(Systematic Inventive Thinking) has been widely used in recent years. The validity of the five thinking tools of SIT is examined, and how to improve the inventive thinking tools is investigated. Methods: Frequency analysis on the usage of the TRIZ 40 inventive principles was used. Inventive thinking tools are derived by eliminating principles with low frequencies and grouping similar principles together. Results: Segmentation, prior action, combining, extraction, cushion in advance, transformation of properties are most frequently used among the 40 principles of TRIZ. The most frequently used principles and similar principles with them are grouped into new inventive thinking tools. Two of them, division and attribute dependency, belong to the 5 thinking tools of SIT, and the others, proactive measures, combination and reversal, do not. Conclusion: The newly identified inventive thinking tools are division, combination, proactive measures, attribute dependency, and reversal. The new five inventive thinking tools are quite efficient since they can cover more than two thirds of the TRIZ 40 inventive principles.

• Journal of Engineering Education Research
• /
• v.21 no.5
• /
• pp.10-19
• /
• 2018

The need for integrating the arts and literature into the engineering education has been emphasized to cultivate the creative talent in recent years. However, there have been few studies to investigate how the arts and literature can be linked with nurturing creative talent in the engineering fields. In this paper, it is examined that inventive thinking principles for creative ideation in the engineering fields can be applied to the arts and literature. For the purpose, creative works in the arts and literature, which can be explained by the five thinking tools of SIT(Systematic Inventive Thinking), are collected. The result shows that engineering and the arts share common thinking patterns.

• Journal of The Korean Association For Science Education
• /
• v.32 no.8
• /
• pp.1281-1294
• /
• 2012

This paper describes the types of models that biology majors use and how they go about making their models in learning key concepts in biology such as the cell membrane, cytoskeleton and cell structure. Initially, a total of 44 biology students from all year levels enrolled in the second semester of calendar year 2008-2009 were asked to make their respective models of the cell membrane, cytoskeleton and cell structure. They were also asked to answer an open-ended questionnaire. Of the 44, only 20 (five from each year level) were randomly selected for a one-on-one interview. Results showed that the student-generated models from all year levels were mostly analogies, some textbook definitions and occasional drawings. In making their model, students first read the text; second, outline similarities in structure and function or both; and third, make the model. Data suggest that models are good diagnostic tools for identifying critical thinking skills of students. In this case, students mostly demonstrate the ability to recognize similarities in structure and function between the concept and their model. Some senior students demonstrated integration and reflective thinking in making their models. Thus, more opportunities for student-generated models must be available if students were to develop integration and reflective thinking in their models.

• Korean Journal of Human Ecology
• /
• v.7 no.4
• /
• pp.25-39
• /
• 2004

The purpose of this study was to investigate the effect of the group games on children's prosocial thinking and social ability. The subjects of this study were 30 four-five years old boys and' girls in S daycare center in Iksan of Jeonbuk province. Children in this study were divided into two groups. In order to measure children's pro social thinking. 'Skill Situation Measure' developed by McGinnis & Goldstein(l990) was used. In order to measure children's social ability, 'Preschool Socio-affective Profile(PSP)' developed by La Freniere. Dumas, Capuano & Dubeau(1992) was used. The tools were applied in two groups in pre-test, and the experimental group was given a total of 20 sessions (twice a week. for 10 weeks). The results of the study were as follows: 1. The experimental group children with group games showed a significant improvement in their prosocial thinking. 2. The experimental group children with group games showed a significant improvement in their social ability.

• Journal of Digital Convergence
• /
• v.14 no.7
• /
• pp.355-362
• /
• 2016

This research analyzed 'esquisse', that is one of among the visual representation tools of designers in design-thinking process. They were classified into five different types(M, N, O, P, Q) and categorized about preferred type of brain dominance area based on Ned Herrmann's 'Brain 4 division theory'. By contrasting and analyzing five types of sketch tendencies and brain tendencies through Structural left -brain type(M), Emotional limbic-brain type(N), Visual right-brain type(O), Plane expressional right-brain type(P) and Text expressional right-brain type(Q), it was deduced that which utilization the designer with each brain type with various Styles and characteristics shows internally in the design thinking process can be analyzed.

• Journal of Gifted/Talented Education
• /
• v.18 no.3
• /
• pp.613-634
• /
• 2008

This Study focused on understanding the relationship between the child ren's thinking ability which is based on the genius and the parenting attitude according to their level of age. There were 401subjects including mothers and their children who lived in Seoul city ages from four to six. The Raven CPM testing method for children and the parenting attitude test were used as research tools. Subcategories of the parenting attitude test consisted of the supportive expression, the rational explanation, the achievement press, high involvement, punishment, superintendence, high expectation, and inconsequence. Results showed that by age four children's thinking abilities were affected by the rational explanation, the achievement press, punishment, and superintendence. At age five, the supportive expression and superintendence were important factors to the thinking ability. By age six children were affected by the supportive expression, the rational explanation, punishment and high expectation. It was also discussed the positive or negative effects of the parenting attitude sub-scales to the development of the thinking ability. These results showed the parenting attitudes need to be changed according to the child's age for getting more resonable results to their children's thinking ability.

• The Mathematical Education
• /
• v.56 no.3
• /
• pp.257-280
• /
• 2017

The purpose of this study is to analyze middle school students' learning characteristics they showed on the inquiry-based learning process of circumcenter using various teaching tools, and then to identify the effects of using teaching tools in the middle school students' learning process of circumcenter. For this purpose, we developed teaching materials for inquiry-based learning of circumcenter using textbook, origami, ruler and compass, GeoGebra and sand experiment. Then we applied them on the learning process of circumcenter for five groups of middle school students. From the analyzing of audio/video materials and documents which are collected from the process of participants' inquiry-based learning of circumcenter, we identified the following results. First, inquiry-based learning of circumcenter using various teaching tools promoted mathematical discourses among participants of this study. For example, they conjectured mathematical properties or justified their opinions after manipulated teaching tools in the process of learning circumcenter. Second, inquiry-based learning of circumcenter using various teaching tools promoted participants' divergent thinking. They tried many inquiry methods to find new mathematical properties relate to circumcenter. For example, they tried many inquiry methods to know whether there is unique circle containing four vertices of given quadrangles. Third, we found several didactic implications relate to inquiry-based learning of circumcenter using various teaching tools which are due to characteristics of teaching tools themselves. Participants showed several misconceptions about mathematical properties during they participated inquiry-based activity for learning of circumcenter using various teaching tools. We identified their misconceptions were not due to any other variables containing their learning characteristics but to characteristics of teaching tools.

• Journal of Korean Society for Quality Management
• /
• v.44 no.1
• /
• pp.95-108
• /
• 2016

Purpose: This study aims to investigate the effect of product creativity on the financial performance of new product in the food industry. In addition, the applicability of creative thinking method for the development of creative new food product is examined. Methods: In this study, OPA(Originality-Practicality Analysis) method is applied to evaluate the creativity of 32 new food products of 'H' food company in Korea. Effects of product creativity on the financial performance are analyzed using t-test and logistic regression analysis. In order to examine the applicability of SIT(Systematic Inventive Thinking) for the new product development process, each subject are classified according to five SIT tools. Results: The product group belongs to creative area(CA) shows the highest financial performance among the quadrants of OPA matrix. The products are divided into two groups whether the product can be classified by SIT tools or not. The products belonged to SIT group show higher creativity than non-SIT group. Conclusion: From the result, it can be concluded that product creativity has effect on the financial performance of the new food products, and SIT can be used as a powerful tool in developing creative new food products.

• The Journal of Korean Association of Computer Education
• /
• v.21 no.5
• /
• pp.37-48
• /
• 2018

The 2015 revised national curriculum includes SW courses to improve computational thinking, and a variety of physical computing tools for learning are on sale for use in education. The purpose of this study is to provide a basis for selecting physical computing tool for learning suitable for learning situations and learning purposes, and to provide a reasonable basis for judging the choice of tools in the field. Delphi survey method was used as a reference method for developing evaluation criteria through 25 expert panels. As a result, the criterion of evaluation of the learning tool composed of 40 essential and 11 selection criteria for 7 domains was presented. In addition, the evaluation results of five kinds of learning tools commercialized through the evaluation criteria of the learning tool were analyzed. The evaluation criteria for the learning tools developed through this study are expected to help teachers select rational learning tools and help learning tool developers develop learning tools.

• Journal of The Korean Association For Science Education
• /
• v.18 no.2
• /
• pp.149-160
• /
• 1998

The purpose of this study was to analyze the 6th national secondary science curriculum and classroom practices to collect the basic data for developing secondary science program focusing on creative problem-solving ability. The creative problem-solving ability was conceptualized as an active process of producing new solutions to problems and consisted of five components: general knowledge, domain-specific knowledge, motivation, divergent thinking and critical thinking. The research questions were generated as follows: (1) Whether creative problem-solving elements-domain specific knowledge(declarative knowledge and inquiry methods) were included or not in the 6th secondary science curriculum, textbooks and teacher's guide? If so, how are they represented? (2) Whether the teachers tried to enhance divergent and critical thinking of their students. Through content analyses, observations and interviews, these research questions were answered as follows: (1) Inquiry methods, which are important to develop creative problem-solving abilities in science, were underestimated in comparison with declarative knowledge. In other words. inquiry methods were regarded only as tools to understand the scientific concepts and principles. (2) It was hard to find the situations which teachers provided opportunities for divergent and critical thinking to their students. Based on these results, the followings were recommended: (1) Inquiry methods should be regarded as a goal not as a tool and be used to acquire inquiry methods themselves. (2) Teachers should not stick to the prescribed inquiry methods prescribed in the textbook, but to give opportunities for thinking various kinds of inquiry methods to improve divergent and critical thinking.