Creative Problem Solving Methods in Education Field and Compare Classic and Matrix 2003
Nebojša Stefanović,
Radivoje Mitrović,
Predrag Popović
Issue:
Volume 4, Issue 5, October 2016
Pages:
135-144
Received:
1 June 2016
Accepted:
15 June 2016
Published:
17 August 2016
Abstract: TRIZ - is the method enabling stimulation of creative problem solving by way of using the developed knowledge bases, similar system functioning and contradictions removal. The system of education is one of the most complex social systems, burdened 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. 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. By updating the classical contradiction matrix, there originated the 2003 matrix which takes into consideration and envisages frequency of innovative principles occurrence, thus rendering a significant progress in TRIZ method developing and application. The paper offers and develops application of new models of education management by way of TRIZ method, by the relocation innovative principles of classical and 2003 contradiction matrixes, with the special contribution of applying creative principles in the field of education.
Abstract: TRIZ - is the method enabling stimulation of creative problem solving by way of using the developed knowledge bases, similar system functioning and contradictions removal. The system of education is one of the most complex social systems, burdened with multiple contradictions. The education system’s contradictions comprise wishes of parents versus ...
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Study on College Enterprise Education from the Perspective of Collaborative Innovation
Issue:
Volume 4, Issue 5, October 2016
Pages:
145-148
Received:
31 July 2016
Accepted:
11 August 2016
Published:
29 August 2016
Abstract: Collaborative innovation takes knowledge increment as the core, and focuses on realizing the effective goal by means of “synergy” and “collaboration”. Under the idea of collaborative innovation, colleges should construct collaborative mechanism among the government, colleges and companies to promote enterprise education reform, break through the predicaments, and encourage the internalization and promotion of college students’ enterprise consciousness, spirits and abilities.
Abstract: Collaborative innovation takes knowledge increment as the core, and focuses on realizing the effective goal by means of “synergy” and “collaboration”. Under the idea of collaborative innovation, colleges should construct collaborative mechanism among the government, colleges and companies to promote enterprise education reform, break through the pr...
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What is the Difference Between a Definition and a Concept?
Michael F. Otte,
Luiz G. X. de Barros
Issue:
Volume 4, Issue 5, October 2016
Pages:
159-168
Received:
21 September 2016
Accepted:
1 October 2016
Published:
27 October 2016
Abstract: Definitions are formulated in order to draw conclusions and to solve technical problems. Tinkering around as long as it takes, until something halfway interesting comes out or can be concluded. Definitions are cognitive and communicative functions in the first place. Concepts, in contrast, are like continua relations and visions of possibilities. Mathematics seems to be that area of intellectual activity, where the difference between concepts and definitions and consequently the difference between seeing something on the one hand and calculating it on the other hand, gapes apart most strongly and widely. In this article, we discuss this difference from several viewpoints.
Abstract: Definitions are formulated in order to draw conclusions and to solve technical problems. Tinkering around as long as it takes, until something halfway interesting comes out or can be concluded. Definitions are cognitive and communicative functions in the first place. Concepts, in contrast, are like continua relations and visions of possibilities. M...
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