Explanation of innovative products, processes and services is a complex process which is possessed of strategies that have modern designs and systems. Nowadays, companies want to be more productive and more efficient. However, rapid and big changes are happened in competitive conditions and to exist in this competitive and rapidly changing and flourishing world, scientific developments had to be followed. To gain competitiveness, the companies need to procreate new products or eliminating the existing contradictory states. In this case, TRIZ (Theory And Innovative Problem Solving) methodolgy is one of the most effective scientific method, used by managers or inventors. In this study, TRIZ methodolgy was described in detail with creativity and innovation concepts and TRIZ was presented in comparison with other creative techniques. In the last part, a sample about TRIZ application has been expressed.
ÖZETBu çalışmanın amacı üstün yetenekli ortaokul öğrencilerinin fen öğrenmede zihinsel risk alma davranışlarının cinsiyet ve sınıf düzeyi açısından incelenmesidir. Çalışmada 53 altıncı, yedinci ve sekizinci sınıf üstün yetenekli öğrenci yer almıştır. Çalışmada veri toplama aracı olarak, fen bilimleri başarı testi, zihinsel risk alma ölçeği ve bireysel bilgi formu kullanılmıştır. Araştırmadan elde edilen verilerin analizinde değişkenler arasındaki ilişkiyi belirlemek için Spearman Rho korelasyon katsayısı hesaplanmıştır, karşılaştırmalar için ise Kruskal Wallis testi ve Mann-Whitney U testi kullanılmıştır. Araştırmanın bulguları üstün yetenekli öğrencilerin fen öğrenmede zihinsel risk alma ile fen bilimleri başarısı arasında istatistiksel olarak anlamlı negatif bir ilişki olduğunu göstermiştir. Karşılaştırmalara ilişkin bulgular ise 8. sınıfların diğer sınıflardan istatistiksel olarak anlamlı bir şekilde daha düşük fen öğrenmede zihinsel risk alma davranışı düzeylerine sahip olduklarını göstermiştir. Fakat cinsiyet açısından gruplar arasında zihinsel risk alma düzeylerinde anlamlı bir farklılık gözlenmemiştir.
ABSTRACTThe purpose of this study is to examine intellectual risk taking levels of middle school gifted students in learning science in terms of gender and grade level. The study is consisted of 53 sixth, seventh and eighth grade gifted students. As data collection tools, science achievement test, intellectual risk taking scale and personal information form were used. Collected data were analyzed by Spearman Rho for associations, Kruskal Wallis Test and Mann-Whitney U tests for comparisons. The findings revealed that there was a statistically significant negative relationship between science achievement and intellectual risk taking levels of middle school gifted students. Findings about the comparisons showed that eight grade student had lower levels of intellectual risk taking than seventh and sixth grade students. But there was no significant difference in intellectual risk taking levels in terms of gender.
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