Applying TRIZ Instructional Strategies to Vocational Students’ Imaginative Learning and Practice

Shi-Jer Lou,Wei-Yuan Dzan,Chih-Chao Chung

doi:10.12973/ejmste/77169

Abstract

The purpose of this study was to explore the effect of TRIZ (Teoriya Resheniya Izobretatelskikh Zadatch) instructional strategies on students’ imaginative learning. The subjects of this study were students from a vocational school in Taiwan. The quasi-experimental method was used to incorporate TRIZ instructional strategies into imaginative learning and practice and to analyze the effect of these strategies on students’ imaginative learning in their learning portfolios. In addition, a documentary analysis was used to supplement an analysis of the key factors involved with imaginative learning and practice. TRIZ instructional strategies significantly positively affected students’ imaginative learning abilities and can aid in their imaginative learning and practice. Based on the results, this paper summarizes 5-stage key factors, constructs the IDEAL-P imagination teaching model, and offers suggestions for providing students with diversified imaginative learning portfolios, all of which can effectively improve students’ imaginative learning and practice.

Highlights

Introduction to TRIZTRIZ is an abbreviation of the Russian phrase “Teoriya Resheniya Izobretatelskikh Zadatch,” which means “Theory of Inventive Problem Solving.” This theory was initially developed by the Soviet scholar Genrich Altshuller (1929-1998) in 1946
This paper summarizes 5-stage key factors, constructs the IDEAL-P imagination teaching model, and offers suggestions for providing students with diversified imaginative learning portfolios, all of which can effectively improve students’ imaginative learning and practice
This study summarizes the literature on TRIZ and imagination as follows

Summary

Introduction

Introduction to TRIZTRIZ is an abbreviation of the Russian phrase “Teoriya Resheniya Izobretatelskikh Zadatch,” which means “Theory of Inventive Problem Solving.” This theory was initially developed by the Soviet scholar Genrich Altshuller (1929-1998) in 1946. TRIZ is an abbreviation of the Russian phrase “Teoriya Resheniya Izobretatelskikh Zadatch,” which means “Theory of Inventive Problem Solving.”. This theory was initially developed by the Soviet scholar Genrich Altshuller (1929-1998) in 1946. The patents’ inventions or levels of creativity did not all come from trial and error methods. There was a systematic logic in the commonality, repetition, and innovative inventions across the patents he examined (Rantanen & Domb, 2007; Lu & Xue, 2017). There are many TRIZ theories and methods; a contradiction matrix and 40 inventive principles are the most frequently used among them

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