Flipped TRIZ-STEM: Enhancing teacher training through innovative pedagogy?

Yıldırım, Bekir

doi:10.1007/s10639-023-12242-1

Cited by 1 publication

(4 citation statements)

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“…Furthermore, technology infrastructure can make those programs more effective . STEM–TRIZ activities focus on solving everyday life problems . Students might require additional time and resources to resolve problems.…”

Section: Discussionmentioning

confidence: 99%

“…It involves the process of effectively developing a tool or system developed in TRIZ . Moreover, TRIZ is a methodology that aids in resolving contradictions that arise during problem-solving and product design and development processes . This study used TRIZ in the process of developing nanotechnology-related materials developed as a result of STEM education.…”

Section: Introductionmentioning

confidence: 99%

“…Researchers argue that teachers need to be trained to integrate nanotechnology education into curricula . Some researchers propose that integrating nanotechnology education into existing curricula, rather than creating new curricula solely focused on nanotechnology, would be more effective. − Furthermore, visualizing nanomaterials and incorporating them into lessons can present challenges. Therefore, educators can use STEM to incorporate nanomaterials into curricula and help students understand them .…”

Section: Introductionmentioning

confidence: 99%

“…Through this process, they apply their knowledge and skills from various disciplines, ultimately culminating in creating or developing a product or solution that addresses the initial problem. Therefore, students create different products by using both TRIZ and STEM …”

Section: Introductionmentioning

confidence: 99%

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Exploring the Nanoworld: Middle School Students Use TRIZ–STEM in Nanotechnology Education

Cavdar,

Yıldırım,

Kaya

et al. 2024

J. Chem. Educ.

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This paper investigated the effect of TRIZ (Teoriya Resheniya Izobretatelskikh Zadatch�Theory of Inventive Problem Solving)−STEM activities customized for nanotechnology education on middle school students' problemsolving, critical thinking, and research inquiry skills. Since STEM requires both multidisciplinary work and problem-solving skills, it was believed that study would enhance the skills possessed by the students studying at elementary schools. It also addressed how TRIZ−STEM activities customized for nanotechnology affected their views on nanotechnology and the nature of engineering. The sample consisted of 59 middle school students recruited using purposive convenience sampling. The study adopted an embedded design, which is a mixed research design involving both quantitative and qualitative data collection tools. The results showed that TRIZ− STEM activities did not affect participants' problem-solving, critical thinking, and research inquiry skills. The difference had a small effect size. However, the results showed that TRIZ−STEM activities helped participants develop positive views on nanotechnology and the nature of engineering. Researchers should conduct long-term studies on this topic while also considering the inclusion of biomimicry principles in their research programs.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%