TRIZ 기반 교수학습모형 개발 연구 : TRIPLE(TRIZ-Integrated PBL in Living Lab Ecosystem) 모형을 중심으로 = A Study on the Development of a TRIZ-Based Instructional Model: Focusing on the TRIPLE (TRIZ-Integrated PBL in Living Lab Ecosystem) Model

다국어 초록 (Multilingual Abstract)

This study develops and validates TRIPLE(TRIZ-Integrated PBL in Living Lab Ecosystem), an instructional model that hierarchically integrates Living Lab(context), PBL(procedure), and TRIZ(tool). Living Lab–PBL courses offer authentic field engagement, but they often suffer from weak stage-to-stage transitions. Outputs from one stage do not reliably become inputs for the next. As a result, problem statements remain vague, selection criteria are unclear, and user feedback does not lead to concrete revisions. This study addresses the issue by embedding TRIZ’s algorithmic logic into explicit transition rules and deliverable formats. A Design-Based Research(DBR) approach was used with three phases: analysis, design & development, and evaluation. In the analysis phase, peer evaluation data(N = 31) and 250 course documents from a university Living Lab–PBL course were collected and analyzed. Quantitative results showed that creativity was the weakest area(M = 8.57, p = .029), indicating vulnerability in the solution-generation stage. Teams that adopted a hybrid approach(combining multiple solution modalities) achieved significantly higher creativity than single-mode teams(M = 9.11 vs 8.42/8.34, p = .010). The largest between-team gap also appeared in creativity (d = 0.65). Qualitative analysis produced six CORE categories, which captured recurring transition failures when criteria, procedures, and outputs were not sufficiently structured. Based on these findings and the theoretical review, the final model(V3) was developed. TRIPLE includes (a) the overall model, (b) the TRIPLE-6 learning cycle, and (c) the TRIPLE-15 semester structure. TRIPLE-6 consists of Trigger–Reframing–Inventory–Plan–Launch–Evaluate. It is implemented through six learner worksheets, an instructor guide, and assessment rubrics. The design aims to (1) sharpen problem statements, (2) externalize convergence criteria for decision-making, and (3) routinize feedback-to-revision loops. In the evaluation phase, validity and feasibility were examined using a two-round Delphi study(5 experts), a learner usability survey(N = 27), and an instructor feasibility review(1 instructor). Content validity improved from Round 1(Mean = 4.01; S-CVI/Ave = .774) to Round 2(Mean = 4.39; S-CVI/Ave = .900). Learner usability was acceptable(M = 3.87), and perceived stage connectivity was notably high(M = 4.19). The usability scale showed high reliability(Cronbach’s α = .969). The instructor, who was not a TRIZ specialist, reported “no burden” across all stages, supporting practical feasibility. TRIPLE is designed to stabilize transitions in Living Lab–PBL courses by turning TRIZ logic into operational rules and shared artifacts. The study offers a context-grounded set of design principles and implementation guidelines that can be used even by instructors without TRIZ expertise. Future work should test instructional effects through experimental studies, expand applications across disciplines and school levels, and develop a dedicated digital platform. Keywords: Living Lab, PBL, TRIZ, TRIPLE, Design-Based Research, transition, transfer, worksheets Disclosure: The English abstract was language-edited with assistance from AI language models for proofreading and style. The author is responsible for the study design, data, analysis, and claims.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 및 연구범위 8
• 3. 용어의 정의 10
• Ⅱ. 이론적 배경 12
• 1. TRIZ 12
• 2. 리빙랩-PBL 융합 수업 구조와 한계 22
• 3. 환경-절차-도구 층위와 융합 가능성 37
• Ⅲ. 연구방법 43
• 1. 연구의 설계 43
• 2. 연구방법 46
• 3. 연구의 윤리적 고려 66
• Ⅳ. 연구 결과 67
• 1. 리빙랩-PBL 융합 수업 분석 67
• 2. TRIPLE 교수학습모형 개발 107
• 3. 모형 타당성 검증 및 정교화 145
• Ⅴ. 결론 및 제언 178
• 1. 결론 178
• 2. 연구의 제한점 및 제언 182