1 THE APPLICATION METHOD OF THE CREATIVE ENGINEERING DESIGN EDUCATION(CEDE) APPLYING TRIZ IN TECHNOLOGY OF THE MIDDLE SCHOOL Chang-Hoon Lee, Ki-Soo Kim Chungnam National University, Korea

2 Chungnam National University, Daejeon, Korea

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4 The application method of the creative engineering design education(CEDE) applying TRIZ in technology of the middle school

5 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.

6  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

7  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

8  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

9  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

10 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

11 Table 1. CEDE projects at middle school level FieldsCEDE projects manufacturing 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

12 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.

13  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

14  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

15  3.3. TRIZ’s problem solving process & psychological inertia 3. Theory of inventive problem solving, TRIZ Psychological inertia vector

16 3. Theory of inventive problem solving, TRIZ Figure 1. TRIZ’s problem solving process Standardization Specialization Operator Trial & error

17  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

18 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.

19  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

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

21 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.

22  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

23  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

24  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

25  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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