A Theory for solving inventive tasks: is it another rationale for technology education?

Abstract

Different rationales for technology education depend highly on the social context in which the subject was developed. In Russia it is claimed that the development of students’ creativity is one among four aims of technology education. This paper analyses the meaning of the concept as it is presented in educational documents, within the context of Russian educational reforms that emphasise mastery of content as an important aim of education. This paper examines TRIZ (a theory for solving inventive tasks, with the acronym TRIZ derived from the Russian title for the theory) that has been developed as a framework for invention in engineering and compares it to the design-based approach to technology education. The paper argues, on the basis of existing research that the philosophy of TRIZ and its methods can be used as a rationale for technology education in particular contexts. However, it is argued further that TRIZ tools such as inventive principles as well as ‘psychological operators’ aiming to reduce psychological inertia can be used effectively in the development of student’s creativity in any context.