Application of TRIZ in Improving the Creativity of Engineering Experts

Belski, Iouri; Belski, Ianina

doi:10.1016/j.proeng.2015.12.379

Cited by 16 publications

(20 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This trend also appears in the right and left PFC. This trend is consistent with prior research that says TRIZ is likely to occupy less space in students' short-term memory based on self-report surveys and student reflections (Belski 2011;Belski & Belski 2015). A reason why TRIZ demands less cognitive load might be that the structuredness of TRIZ offers strong cues and an organized information retrieval process between short-term and long-term memory systems.…”

Section: /27supporting

confidence: 88%

Concept generation techniques change patterns of brain activation during engineering design

Shealy

Gero

et al. 2020

Des. Sci.

View full text Add to dashboard Cite

This paper presents the results of studying the brain activations of 30 engineering students when using three different design concept generation techniques: brainstorming, morphological analysis, and TRIZ. Changes in students’ brain activation in the prefrontal cortex were measured using functional near-infrared spectroscopy. The results are based on the area under the curve analysis of oxygenated hemodynamic response as well as an assessment of functional connectivity using Pearson’s correlation to compare students’ cognitive brain activations using these three different ideation techniques. The results indicate that brainstorming and morphological analysis demand more cognitive activation across the prefrontal cortex (PFC) compared to TRIZ. The highest cognitive activation when brainstorming and using morphological analysis is in the right dorsolateral PFC (DLPFC) and ventrolateral PFC. These regions are associated with divergent thinking and ill-defined problem-solving. TRIZ produces more cognitive activation in the left DLPFC. This region is associated with convergent thinking and making judgments. Morphological analysis and TRIZ also enable greater coordination (i.e., synchronized activation) between brain regions. These findings offer new evidence that structured techniques like TRIZ reduce cognitive activation, change patterns of activation and increase coordination between regions in the brain.

show abstract

Section: /27supporting

confidence: 88%

Concept generation techniques change patterns of brain activation during engineering design

Shealy

Gero

et al. 2020

Des. Sci.

View full text Add to dashboard Cite

show abstract

“…Then, this includes the acceptance of ambiguity and risk-taking, viewing failure as an opportunity to learn, and the habit of searching for multiple answers beyond a correct one (Cropley, 2015b;Kazerounian & Foley, 2007). Thus, we observe that there are barriers to creativity in engineering education like i) lack of or poor conceptualization of creativity by students, ii) little attention to creativity by teachers, iii) lack of systematic efforts for building a creative learning culture in institutions, and iv) 'insufficient time' for activities aimed to develop problem-solving and creativity skills (Belski & Belski, 2015;Valentine, Belski, & Hamilton, 2017). These aspects motivate us to connect creativity and the practice of engineering design.…”

Section: Type Of Contribution: Pbl Research / Conceptual Paper 1 1 I ...mentioning

confidence: 95%

Problem-based Learning: the AfricaLics experience

Zormpa¹,

Cheruiyot²,

Kingiri³

et al. 2021

Preprint

View full text Add to dashboard Cite

The pandemic situation caused by COVID-19 amplifies the volatility, uncertainty, complexity, and ambiguity of society, suggesting that the unpredictability of this will be further maximized in 2021. Each field in society is selecting and executing digital transformations as one of the strategies to flexibly cope with such uncertainty and sudden changes in an environment that requires different lifestyles to lead daily lives. The education field is not an exception and universities are implementing digital transformations that move from face-to-face education that is held in a classroom environment to online learning in the virtual environment. Hanyang University has developed and operated an innovative teaching and learning model called IC-PBL (Industry-Coupled Problem/Project-Based Learning) to flexibly respond to rapid social changes and to cultivate outstanding individuals with capabilities needed in society. IC-PBL, which has been based on the face-to-face classroom environment, is also in the process of digital transformation due to such environmental changes. Previously, in IC-PBL, the online learning environment played an auxiliary role to support learning. However, as the online learning environment has suddenly been highlighted as the main learning environment of IC-PBL, various issues related to the design and operation of PBL classes in actual education fields are being raised. In this study, the results of participation observations, in-depth interviews with instructors and learners were analyzed through qualitative research on 8 classes in Hanyang University's engineering department. As a result, PBL courses strategies, in accordance with 5G, were presented to make PBL classes in blended environments into successful digital transformations. This demonstrates that PBL courses that have been mostly conducted only in face-to-face environments successfully achieved digital transformation in the post COVID-19 era and have presented strategies that can be used in educational attempts and practices necessary to create sustainable performance as a qualified class.

show abstract

“…It has been concluded that one of the key differences in problem solving between experts and novices is associated with expert knowledge schemas. Over the years of practice, experts develop effective schemas that arm them with excellent task-recognition skills and allow them to propose sound solutions in their professional domain quickly (Belski and Belski 2013;Simon 1996). Novices, on the other hand, have not had sufficient practical experience to build effective knowledge schemas and, therefore, require searching a problem space in order to find solutions (Belski and Belski 2008;Gick 1986).…”

Section: Expert Schemas Versus Memory Search By Novicesmentioning

confidence: 99%

“…Novices, on the other hand, have not had sufficient practical experience to build effective knowledge schemas and, therefore, require searching a problem space in order to find solutions (Belski and Belski 2008;Gick 1986). Although expert knowledge schemas have been considered as advantageous in problem solving, it was posited that they may hinder experts' creativity (Belski and Belski 2013). Moreover, it was suggested that one of the effective ways for enhancing creativity of experts lies in engaging them in deliberate search of their knowledge repository for solution ideas that lie beyond their area of expertise (Belski and Belski 2013).…”

Section: Expert Schemas Versus Memory Search By Novicesmentioning

confidence: 99%

“…Although expert knowledge schemas have been considered as advantageous in problem solving, it was posited that they may hinder experts' creativity (Belski and Belski 2013). Moreover, it was suggested that one of the effective ways for enhancing creativity of experts lies in engaging them in deliberate search of their knowledge repository for solution ideas that lie beyond their area of expertise (Belski and Belski 2013). The suggestion that deliberate search of own general knowledge can bring more novel ideas to experts was confirmed by the study of Dobrusskin, Belski, and Belski (2014).…”

Section: Expert Schemas Versus Memory Search By Novicesmentioning

confidence: 99%

See 1 more Smart Citation