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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| Theory of Inventive Problem Solving or TRIZ method can be applied in assisting students undertaking a product design and development tertiary technical education course, especially during the conceptual design stage of their learning process. Students without the background of arts during their secondary or early tertiary (certificate or diploma level) education studies as well as the art skills needed to excel in this course tend to have problems in completing the conceptual design stage. By applying the TRIZ method during this stage, there will be guided creative thinking to sketch out something new out of contradictions surveyed from existing products. To proof that TRIZ is applicable, the design and development of a portable road debris collector was taken into account for this application. Data was taken from ethnography and questionnaires from operation staff of a local cleaning company. From here, the usage of TRIZ method assisted the student in hand to put forth direct result of the aftermath of guided creative thinking in sketches which are scoped on the main attributes and problems identified with existing product, without ever jeopardizing the need to complete the conceptual design stage. As an example, data from one of the most chosen answer for improving parameters and worsening parameters are for volume of moving object and shape, respectively. So, the suggested inventive principles for this contradiction are application of segmentation, asymmetry, dynamization, and pneumatic and hydraulics. From these inventive principles suggested, students can sketch out their conceptual design according to only these options. Significant implication from the application of TRIZ method during the conceptual design stage of this course will withheld any forced creative thinking for students in order to create an innovative new product from scratch, as the inventive principles suggested guides the amount of sketches needed to complete this stage. |
| References |
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