paper aims to show whether the introduction of IT skills in learning the TRIZ ... Ruggierro, V.R. (1993) Critical thinking: supplement to becoming a master student,.
Evaluation of the efficiency of using educational computing tools for increasing the inventive thinking skills of French engineers Authors: Oget D.1, Cavallucci D. 1, Sonntag M. 1, Audran J. 1, Renaud J. 1
1: LGECO lab. at INSA of Strasbourg, Strasbourg, FRANCE Theme: Creativity & thinking skills in maths and science Abstract: French engineering schools can be analysed by the filter of inventive thinking. This paper aims to show whether the introduction of IT skills in learning the TRIZ produce benefits for developing thinking skills. We focus on active and inventive learning. We will determine the educational and pedagogical context and then describe the experience. At the end, we will offer a possible answer to the question in order to let open the discussion with the audience.
Extended summary: Fundamental thinking capacities incorporate many frameworks such as meta cognition, critical thinking and core thinking skills (Burke, 2008). Thinking skills approaches insist on meta-cognition activities: to think in conscious to achieve certain purposes (Fischer) and also on critical and creative thinking (Ruggiero 1993). The English curriculum identifies 5 thinking skills dimensions (DfEE 1999). We will focus on creative thinking. If creativity has to take part in an effective education (Grainger 2006), the efficiency of the learning process of creativity remains questioning. The aim of measuring creativity with great precision might never be achieved (Villaba 2012). The efficiency of learning inventing thinking can rely on thinking frame. Among the three components of thinking frame (Perkins, 1986), we have decided to focus on the first step, the acquisition of inventive thinking skills. Internalisation and transfer can also be related to efficiency of learning but will not be addressed in this paper. Should we “teach the learner the frame directly” or “the learner might invent it autonomously”? In this context, we question the use of computer tools putting that using computer develop autonomy and autonomy as a component for efficiency of inventive learning. To answer this question, we used a data collected in a French graduate school of sciences and arts. The data incorporates information about projects leaded by students to solve technical inventive problems in mechanical, plasticization and mechatronics engineering. Those projects was integrated in a course on learning the TRIZ during the last year of learning. The projects leaded during five academic years (2006-2010) have been evaluated according the acquisition of specific knowledge (laws, multiscreen scheme, matrix, solution concept) and linked to the progressive introduction of computing solutions in the
learning. The results (Cavalucci 2012) show a clear link between the pedagogy, the introduction of computing solutions and the degree of inventivity of artefact designed.
Bibliography: Burke L.A., Williams J.M., (2008) Developing young thinkers: An intervention aimed to enhance children’s thinking skills. In Thinking skills and creativity, vol 3. Cavallucci D., Oget D., (2012 in press) On the efficiency of teaching TRIZ: experiences of a French Engineering school. In International Journal of Engineering Education. DfEE (1999) The National Curriculum: Handbook for primary teachers in England, London: QCA (www.nc.uk.net) Fischer R. Learning to teach in primary schools, http://www.teachingthinking.net/thinking/web%20resources/robert_fisher_thinkingskill s.htm, consulted on 05/13/2012 Grainger, T., Barnes, J., (2006). Creativity in the primary curriculum. In: Arthur, J., Grainger, T., Wray, D., Learning to Teach in the Primary School. London, UK: Routledge, pp. 209–225. Perkins D.N. (1986) Thinking frame in Educational Leadership Vol 43 N°8 p12-18 Ruggierro, V.R. (1993) Critical thinking: supplement to becoming a master student, Houghton Mifflin company, Rapid City, Michigan. Villaba, E. (2012) Searching for the Holy Grail of Measuring Creativity. In Creativity Research Journal, 24:1, 1-2.
