Innovative Problem Solving Methods in Education Field
Volume 2, Issue 2, March 2013, Pages: 27-35
Received: Feb. 5, 2013;
Published: Mar. 10, 2013
Views 2597 Downloads 146
Nebojša Stefanović, Ministry of Education and Science, Belgrade, Serbia
Radivoje Mitrović, Faculty of Mechanical Engineering in Belgrade, Belgrade University, Belgrade, Serbia
Predrag Popović, Vinca Institute of Nuclear Sciences, Belgrade University, Belgrade, Serbia
Follow on us
TRIZ (Теория Решеня Изобретательных Задач – Theory of innovative problem solving) - is the method enabling stimulation of creative problem solving by way of using the developed knowledge bases. It has been proved that innovative inventions from certain fields of technologies can be applied not only to technical but also to the social human activities, and thus to education as well. TRIZ exploration begins with the hypothesis that there are no universal principles of finding creative solution for any problem based on innovation and advanced technologies. TRIZ support has shown ex-cellent results in the field of education, as well. The system of education is one of the most complex social systems, bur-dened with multiple contradictions. The education system’s contradictions comprise wishes of parents versus capabilities of children, wishes of teachers versus educational institution capabilities, etc., so that the need arises for presenting the assembling of educational requirements of the society for improving the level of education, versus writing new educational plans, by way of improved technical resources of the society. Basic TRIZ concepts says that creative solutions require removing of contradictions. Being creative, the TRIZ method is an important part of the technological education program at high schools of professional studies and at faculties in the course of studying. An important link to TRIZ method application in education is envisaging of teachers’ perceptions in the education technology, which is the first step towards introducing TRIZ method into the educational plan and program at lower educational levels as well. The paper offers and develops application of new models of education management by way of TRIZ method, by the matrix of forty innovative principles, as well as by the matrix of four most influential features, with the special contribution of applying creative principles in the field of education.
Creative Methods, Contradictions, Education, TRIZ
To cite this article
Innovative Problem Solving Methods in Education Field, Education Journal.
Vol. 2, No. 2,
2013, pp. 27-35.
Altshuller G. S., (1971) Теория Решеня Изобретательных Задач – ТРИЗ, Innovation Algorithm. Worcester, Massa-chusetts.
Mann, D., Marsh, D ., Waters, F., (2002) „Using TRIZ to Resolve Educational Delivery Conflicts Inherent to Expelled Students in Pennsylvania".
Hohnjec M., Soković M. (2012): «TRIZ for Systematic In-novation», International Conention on Quality ’ ICQ 2012, JUSK, International Journal „Advanced Quality" Vol. 40, No. 2, pp 20-25, Belgrade.
Kaplan L., Malkin S., Proseanic V., Visnepolschi S., Zlotin, A., Zusman A., (2001) „TRIZ beyond technology", The theory and practice of applying TRIZ to nontechnical areas".
Stefanović N., Mitrović R., Popović P., Ristivojević M. (2007): «A Contribution to Solving of Integration Contra-diction Problem in Designing Engineering Systems», Inter-national Conference ‘International Convention on Quality, Organized by YUSQ, Belgrade, Introduction paper, Total Quality Management and Excelence, Vol.35, No.1-2, Bel-grade.
Stefanović N., (2010) Ph.D. thesis "Model risk assessment of information systems", Novi Sad, Faculty of Economy and Engineering Management
Zusman, A., (1999): „Overview of Creative Methods", TRIZ Journal.