Applying TRIZ Instructional Strategies to Vocational Students’ Imaginative Learning and Practice
Chih-Chao Chung 1, Wei-Yuan Dzan 2, Shi-Jer Lou 3 *
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1 Department of Management Information Systems, Kaomei Junior College of Health Care & Management, TAIWAN
2 National Kaohsiung Marine University, TAIWAN
3 National Pingtung University of Science and Technology, TAIWAN
* Corresponding Author

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.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/ejmste/77169

EURASIA J Math Sci Tech Ed, 2017 - Volume 13 Issue 11, pp. 7147-7160

Publication date: 24 Oct 2017

Online publication date: 27 Sep 2017

Article Views: 1066

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