• Journal of Engineering Education Research
• /
• v.24 no.3
• /
• pp.58-69
• /
• 2021

It is very necessary to have a creative problem-solving capacities to learn various majors and liberal arts based on the major, and to solve the bottleneck techniques led by students. In this study, the existing creative problem-solving curriculums, 'Methodology of Inventive Problem Solving' based on TRIZ, were improved and applied, and industrial bottleneck techniques were provided to students to solve these techniques. To improve the curriculum, 1) improvement of instructional objectives and learning contents, 2) improvement of evaluation methods and contents (reflecting the evaluation of instructor and students), and 3) learning satisfaction survey were conducted in the following order. As a result of the application of the improved curriculum, the level of activities for each team was improved, and when the core process was well understood, the evaluation of team activities was also excellent, but there was a tendency to focus on methods that are relatively easy to apply in the problem solving process. In the final exam (learning contents evaluation), teams with difficult understanding of the TRIZ theory or low team activities showed a relatively high trend, but the difference in level between divisions was slightly reduced.

• Fashion, Industry and Education
• /
• v.15 no.1
• /
• pp.59-65
• /
• 2017

Fashion professionals these days agree that changes in the fashion business are essential and highly value creativity as a genuine source for generating new ideas in fashion products as well as fashion business practices. As fashion professionals deal with problems of which solutions do not exist or that need innovative solutions for brand or product differentiation in the fast-paced environments, interest in creativity and creative problem solving in the field has increased; therefore, fashion educators have realized that there has been an increasing need for incorporating creativity or creative problem solving into the fashion curriculum. In this study, the researcher intended to review previous research on the use of creative problem solving in classrooms in various disciplines including the field of fashion education to provide insights and suggestions for fashion educators to integrate creative problem solving into the fashion education curriculum. Previous attempts to apply creative problem solving to solve issues in fashion classrooms have mostly limited to promoting divergent thinking techniques. It is suggested for fashion educators as well as fashion students to consider creative problem solving as a process consisting of the four distinct stages in which both divergent and convergent thinking techniques should be properly utilized stimulating various thinking strategies.

• Journal of the Korean earth science society
• /
• v.23 no.2
• /
• pp.180-187
• /
• 2002

The aim of this study was to investigate the factors affecting earth science problem-solving performances of elementary school pre-service teachers. The participants of the study were 81 students attending an elementary school teacher education university. The instruments of the study were paper-and-pencil tests, questionnaires, and interviews. The tests mainly measured the participants' problem solving abilities in the motions of the moon and the planets. Correlation and multiple regression techniques were used for data analysis. The results demonstrated that the pre-service teachers' problem solving abilities were low. Problem-solving performances were affected by the procedural knowledge, the participants' perception of the past earth science performance, self-efficacy, and the prerequisite declarative knowledge. Contrary to our expectation, the spatial visualization ability was not found to be related to the problem-solving performances. Implications of the study are drawn, and suggestions are made for further research.

• Research in Mathematical Education
• /
• v.12 no.3
• /
• pp.179-191
• /
• 2008

Although problem solving was a major focus of mathematics education research in many countries throughout the 1990s, not enough is known about how people best acquire problem-solving skills. This paper is an attempt to advance further development of problem-solving skills of talented school students through combination of some methods accessible from curriculum knowledge and more special techniques that are beyond curriculum. Analysis of various problems is provided in detail. Educational aspects of challenging problems in mathematical contests up to IMO level are, also, taken into account and discussed in the paper.

• Journal of KIISE:Software and Applications
• /
• v.27 no.4
• /
• pp.412-421
• /
• 2000

In spite that the main contents of mathematical and scientific learning are understanding principles and their applications, most of existing educational softwares are based on rote learning, thus resulting in limited educational effects. In the artificial intelligence research, some progress has been made in developing automatic tutors based on proving and simulation, by adapting the techniques of knowledge representation, search and inference to the design of tutors. However, these tutors still fall short of being practical and the turor, even a prototype model, for learning problem solving is yet to come out. The geometry problem-solving tutor proposed by this research involves dynamic inference performed in parallel with learning. As an ontology for composing the problem space within a real-time setting, we have employed the notions of propositions, hypotheses and operators. Then we investigated the mechanism of interactive learning of problem solving in which the main target of inference involves the generation and the test of these components. Major accomplishment from this research is a practical model of a problem tutor embedded with a series of inference techniques for algebraic manipulation, which is indispensable in geometry problem solving but overlooked by previous research. The proposed model is expected to be applicable to the design of problem tutors in other scientific areas such as physics and electric circuitry.

• Industrial Engineering and Management Systems
• /
• v.10 no.1
• /
• pp.7-14
• /
• 2011

In solving the Job Shop Scheduling Problem, the best solution rarely is completely random; it follows one or more rules (heuristics). The Genetic Algorithm (GA), Particle Swarm Optimization (PSO), Simulated Annealing, and Tabu search, which belong to the Evolutionary Computations Algorithms (ECs), are not efficient enough in solving this problem as they neglect all conventional heuristics and hence they need to be hybridized with different heuristics. In this paper a new algorithm titled "Shaking Optimization Algorithm" is proposed that follows the common methodology of the Evolutionary Computations while utilizing different heuristics during the evolution process of the solution. The results show that the proposed algorithm outperforms the GA, PSO, SA, and TS algorithms, while being a good competitor to some other hybridized techniques in solving a selected number of benchmark Job Shop Scheduling problems.

• Educational Technology International
• /
• v.6 no.2
• /
• pp.69-85
• /
• 2005

The purpose of the article is to address a new instructional approach to a complex engineering course. We design a novel instructional method that combines mobile technology, simulation program, collaborative teamwork, problem-solving process, and a variety of evaluation techniques. We suggested five instructional principles that might be required to change the fundamental educational process by which learning is done. The proposed instructional method is expected to aspire for new perspectives on complex learning environment. Nevertheless we solely began by the research on the development of students' complex problem-solving performance in a complex engineering course, the new instructional method in the article can promote the adoption of new instructional methods and strategies across different knowledge domains. In addition, the instructional method can provide a valuable bridge to acquisition and transfer of problem solving, motivation, and meaning learning.

• Journal of Advanced Marine Engineering and Technology
• /
• v.33 no.3
• /
• pp.395-402
• /
• 2009

This paper presents the newly developed Pareto-based multi-objective Bees Algorithm with weighted sum technique for solving a power system multi-objective nonlinear optimization problem. Specifically, the Pareto-based Bees Algorithm with memorized zone has been developed to alleviate both difficulties from classical techniques and intelligent techniques for multi-objective problems (MOP) and successfully applied to an Environmental/Economic (electric power) dispatch (EED) problem. This multi-objective Bees Algorithm has been examined and applied to the standard IEEE 30-bus six-generator test system. Simulation results have been compared to those obtained using other approaches. The comparison shows the potential and effectiveness of the proposed Bees Algorithm for solving the multi-objective EED problem.

• Information Systems Review
• /
• v.9 no.3
• /
• pp.45-65
• /
• 2007

As digital economy era and knowledge society advent, division of the industry has been indistinctive and complex. This change of business environment has leaded todifficulty in operations of firms consisted of continuous decision making. To develop effective SDSS needs systematic strategic decision making process, efficient problem solving techniques, information of good quality, efficiently information system, and analysis ability of problem solver. This research develop SDSS framework combined strategic decision making process with various problem solving techniques for designing SDSS. Finally, this paper developed the technique recommendation system by selected the criterions of technique assortment.

• Communications of Mathematical Education
• /
• v.20 no.4 s.28
• /
• pp.603-619
• /
• 2006

One of the most important aims in mathematics education is to enhance students' problem-solving abilities. To achieve this aim, in real school classrooms, many educators have examined and developed effective teaching methods, learning strategies, and practical problem-solving techniques. Among those trials, it is noticeable that Engel, Zeits, Shapiro and other not a few mathematicians emphasized 'Invariance Principle' as a mean of solving problems. This study is to consider the basic concept of 'Invariance Principle', analyze 'Invariance' concept in secondary Mathematics contents on the basis of framework of 'Invariance Principle' shown by Shapiro and discuss some instructional issues to occur in the process of it.