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Blended Design and Project Based Learning: a future for engineering education
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Monday, December 7 • 2:50pm - 3:05pm
| 2D | Can simple ideation techniques influence idea generation: comparing results from Australia, Czech Republic, Finland and Russian Federation

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Many authors have reported on the unsuccessful efforts of engineering educators in enhancing creative problem solving skills of engineering students (Adams et al., 2011; I. Belski, Baglin, & Harlim, 2013; Daly, Mosyjowski, & Seifert, 2014; Douglas et al., 2012; Steiner et al., 2011; Woods et al., 1997). A number of recent studies have been devoted to successes of teaching the Theory of Inventive Problem Solving (TRIZ) to engineering students in order to enhance their skills in creative problem solving (Becattini & Cascini, 2013; I. Belski, 2009, 2015; Berdonosov, 2013; Busov, 2010; Dumas & Schmidt, 2015; Livotov, 2013). Moreover, it has been reported that even a simple TRIZ tool of Substance-Field Analysis (I. Belski, 2007) as well as the Random Word technique (de Bono, 1990) can improve the outcomes of students’ idea generation.
In their experiment, Belski et al. (2014) involved undergraduate students of the first year in generating ideas for a real knowledge-rich, ill-defined problem. Students from a control group generated solution ideas in silence for 16 minutes. Students in one experimental group were shown eight random words for two minutes per field. Students in the other two experimental groups were shown the names of the eight fields of Substance-Field Analysis (MATCEMIB: Mechanical, Acoustic, Thermal, Chemical, Electrical, Magnetic, Intermolecular, Biological) for two minutes per field. Exposure to both eight random words the eight fields of MATCEMIB assisted the students from the experimental groups to generate statistically significantly more solution ideas compared to the students from the control group.


Monday December 7, 2015 2:50pm - 3:05pm
Bells Room RACV Torquay map C5

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