• Journal of Korean Society for Quality Management
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• v.46 no.2
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• pp.259-268
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• 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
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• v.20 no.6
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• pp.35-42
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• 2017

SIT(Systematic Inventive Thinking), a simplified version of TRIZ, has gained in popularity and used worldwide over recent years. In this paper, the relationship between 5 thinking tools of SIT and 40 inventive principles of TRIZ was examined. For the purpose, many practical TRIZ cases applied in a world-class consumer electronics company were analyzed. The analysis showed that SIT thinking tools were composed of 11 principles in 40 TRIZ inventive principles. Among SIT 5 thinking tools, division and attribute dependency were most frequently used. However, heavily used inventive principles such as preliminary action and beforehand cushioning were not included in SIT. If these principles are additionally reflected in SIT, the effectiveness of the thinking tools will be significantly increased.

• Journal of Engineering Education Research
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• v.21 no.5
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• pp.10-19
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• 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 Engineering Education Research
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• v.23 no.4
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• pp.52-65
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• 2020

This study aims to find the major creative ideation patterns embedded in the commercially valuable patents in the mobile communication industry. For the purpose, we analyze 171 cases of the patent infringement lawsuit filed by Nokia in the United States. It is examined that what kind of TRIZ inventive principles and SIT thinking tools were applied to resolve technical contractions in each of the 171 cases respectively. Among the 40 inventive principles of TRIZ, 'feedback' principle was used mostly and 'division' principle the next. Among the 5 thinking tools of SIT, 'attribute dependency' mostly used, and 'division' the next. This suggests that what kind of inventive principles or thinking tools should be considered preferentially to resolve technical contradictions in practically important technical problems in the mobile communication industry.

• Journal of Practical Engineering Education
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• v.8 no.1
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• pp.15-21
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• 2016

TRIZ, the theory of inventive problem solving, is widely used not only in traditional engineering fields such as mechanical, electrical, and electronic engineering but also in IT field and generated good results. Therefore, recently many universities have opened TRIZ as a regular course. Especially, 40 inventive principles of TRIZ are not only creative thinking tools that beginners can learn relatively easily but also very effective problem solving tools, but it is not that easy to utilize it properly for solving real problems as you think. In order to use inventive principles as powerful tools for creative problem solving, it is important to educate learners to use it repeatedly through stimulating their interest about the inventive principles. So, in this paper, we introduce various inventive principles hidden in the cards that can be easily accessible in everyday life, and propose how to educate learners to evoke their interest in the inventive principles through making cards by utilizing the inventive principles.

• East Asian mathematical journal
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• v.27 no.4
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• pp.381-389
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• 2011

The flexible mathematical thinking - the ability to generate and connect various representations of concepts - is useful in understanding mathematical structure and variation in problem solving. In particular, the flexible mathematical thinking with the inventive mathematical thinking, the original mathematical problem solving ability and the mathematical invention is a core concept, which must be emphasized in all branches of mathematical education. In this paper, the author considered a case of flexible mathematical thinking with an inventive problem solving ability shown by his student via real analysis courses. The case is on the proofs of the equivalences of three different definitions on the concept of limit superior shown in three different real analysis books. Proving the equivalences of the three definitions, the student tried to keep the flexible mathematical thinking steadily.

• Korean Institute of Interior Design Journal
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• v.22 no.4
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• pp.33-40
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• 2013

This study aims to recognize that creative thinking methodologies can be adopted in the spatial design. The concept of 'Convergent' and 'Divergent' used in structure of intellect model by Guilford is chosen to understand the character of creative thinking methodologies. Technical and physical contradictions is analyzed for '40 inventive principles' of TRIZ and spatial design works. Through this study, we recognize that the creative thinking methodologies consist of analysis, idea generation and evaluation phase. The psychological inertia that limits the creative thinking should be move away from solving problem, and convergent and divergent thinking have peculiarities to be adopted in condition and to be harmonized, and to set the direction of solving technical problems through to reach the target point integrated way of thinking is needed. '40 inventive principles' by Altshuller are based on engineering and useful in many areas of fields. However some principles are not accepted in design process because these are not considered in design field and paradigm is changed from machine to nature. Nowadays, nature is a prime issue for sustainable human life, because it has sustainable recycle structure and saving energy ways. Thus, creative thinking, including TRIZ is useful in design education and progress, and should be an essential element to get a new design paradigm.

• International Journal of Contents
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• v.10 no.3
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• pp.55-63
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• 2014

Existing science education that excludes narrative thinking impedes the understanding of the context of workbook content. The object of this research is to develop a storytelling-learning program based on narrative thinking to elevate learners' interest in science and expand their inventive problem-solving abilities. Following an analysis of the current Korean curriculum, eight types of storytelling materials that utilize local content were developed for grades 7-9. The learning program used quest storytelling and was designed such that learning activities such as investigation, discussion, and experimentation were included in the process of solving each quest. Learners experienced an interest in storytelling learning resulting from participation in this storytelling-learning program. Moreover, learners demonstrated inventive problem-solving abilities in the process of completing the stories. During the process of assembling the storytelling materials, the students interacted with enthusiasm and generated ideas. The teachers indicated a positive feedback to the storytelling program as a new attempt to stimulate learners' interests. In the future, with continuous development and application, storytelling-science-learning programs that base science learning on narrative thinking are expected to be successful.

• Korean Journal of Construction Engineering and Management
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• v.7 no.1 s.29
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• pp.55-63
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• 2006

As value engineering in design phase is big in the effect of application, analysis by systematic procedures is required. The most important part is the stage of creation for making of idea. It takes much time for us to make good idea involving the brainstorming and delphi in recent making idea. It is expected because most experts in participating in design value engineering is to approach with less effective method. In this study we suggest that application of ASIT(Advanced Systematic Inventive Thinking) is the method as way of creative idea making. ASIT is expected to perform Idea making with systematic procedure and to create effective idea in short time.

• 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.