Creativity is the primary topic in 21st century. The Education, Science & Technical Department has announced that the major subject would be focusing on ‘Creativity’ and provided its fundamental directions on creativity and personality in 2009. Cr...
Creativity is the primary topic in 21st century. The Education, Science & Technical Department has announced that the major subject would be focusing on ‘Creativity’ and provided its fundamental directions on creativity and personality in 2009. Creativity can be developed through creative thinking and its ability to generate fresh, independent, and useful ideas. Creativity is not inherent naturally, but can be developed by education and training.
Genrich Altchuller, a Russian scholar, developed TRIZ theory. After analyzing over 2 million patent cases existed in the pre-Russian period, he developed the TRIZ theory by systematically analyzing the common theory used for creative problem solving. Although most of big companies including Samsung, LG, and POSCO have adopted the TRIZ theory as a problem solving method, writing related TRIZ method cannot be found easily.
The purpose of this study is mainly for elementary school grade 5 and 6 students to reinforce their creative writing skills by utilizing the TRIZ method. 4 different processes exist in the creative problem solving method for the TRIZ theory. For the creative problem solving method, it requires changing the thinking ability to discover the problem, to define the unbalanced issues, and to eliminate the issues given in the text. By conducting an experiment, creative ability can be measured through before and after TTCT creativity language inspections. It was performed through 10 students who expressed interest in participating in the study program attending M elementary grade 5 and 6 located in Su-Won, Kyunggi-Do. For the inspection tool, the TTCT language inspection program developed by Torrance was used twice before (B type) and after (A type). Based on the results of the inspection sheets, the progress of the participated students’ creativity development was reviewed.
The TRIZ program uses and teaches using a direct study method considering individual students’ differences. The TRIZ program was conducted 8 times and cards specifying 40 different theories for understanding were used. For the purpose of using the TRIZ theory, information on conflict and unbalanced situation written in textbook was used. The information contains conflicted inner and outer text structures. After conducting the study program, the results of the TTCT language inspection sheet from the all students were analyzed as a method for measuring their creativity progress. After that, it was conducted for both overall and personal analyses by comparing the students’ attitude before and after reading.
To find whether the problem solving writing method activity using the TRIZ theory can influence to creativity improvement, a study was performed and the results are summarized below:
First, the TRIZ program offered creative improvement for elementary school students’ grade 5 and 6 positively and influenced those changes to their creativity, flexibility, and independent creativity in lower part of creativity.
Secondly, there were only slight differences in improving creativity among the students who participated in the TRIZ program.
Based on the results above, it is concluded that the TRIZ program can influence elementary school students’ grade 5 and 6 in developing their creativity positively.
Especially, it can be emphasized that the most areas of lower side of creativity such as fluency, flexibility, and independency type of characteristics were all improved.
It is expected that their creativity can be improved if elementary school students can adopt and learn the TRIZ method consistently in their education field.
<Key Words> TRIZ, TTCT Language Inspection, Creativity, Problem Solution, Creative Writing, Contradiction