11/2017 vol. 13
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RESEARCH PAPER
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
 
 
Online publication date: 2017-09-27
 
 
Publication date: 2017-10-24
 
 
Corresponding author
Shi-Jer Lou   

National Pingtung University of Science and Technology, 1, Shuefu Road, Neipu, Pingtung 91201, TAIWAN, 91201 Pingtung, Taiwan
 
 
EURASIA J. Math., Sci Tech. Ed 2017;13(11):7147-7160
DOI: https://doi.org/10.12973/ejmste/77169
 
 
Article (PDF)
References (24)
 
KEYWORDS
imagination
TRIZ
TRIZ instructional strategy
vocational students
learning and practice
 
TOPICS
Problem or Project Based Learning
Teaching/Learning Strategies
Blended Learning
Technology Education
 
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.
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