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

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...

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Bibliographic Details
Published in:Eurasia Journal of Mathematics, Science and Technology Education Science and Technology Education, 2017-11, Vol.13 (11), p.7147
Main Authors: Chung, Chih-Chao, Dzan, Wei-Yuan, Lou, Shi-Jer
Format: Article
Language:English
Subjects:
Creativity
Education
Engineering
Experimental methods
Imagination
Learning
Literature reviews
Principles
Research design
Research methodology
Students
Teaching
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Summary: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.
ISSN:1305-8223
1305-8215
1305-8223
DOI:10.12973/ejmste/77169