Could it be a self-warming house? Today, natural phenomena are more severe. There’s probably a big change in the world. The earth was colder, warmer and stormy. They’re running out of natural resources. Is it possible to build nature-resistant self-warming houses? It is possible for primary school students to solve the problem by building houses with reusable materials. Learn about the sustainability of life worldwide and offer alternatives. What materials are used in heat-efficient homes?
This plan is the 2nd year of the Turkish Ministry of National Education. Natural events and disasters in the life sciences plan. The importance of recycling. Use resources correctly. Observes weather events and transfers results to the table, understanding geometric shapes and objects in a math class. Literate graphs and tables. He designs in tech class. Cares about group work.I worked with 6-7 year old students.A total of 23 students attended the event.We completed our event on April 22-23.
T, R, I, Z Russian words; Teoriya Resheniya Izobretatelskikh Zadatch consists of initials. TRIZ approach is defined as “Intuitive Problem Solving Theory” or “Invention Based Problem Solving Theory” or “Creative Problem Solving Theory” in English
SHORT HISTORY OF TRIZ
Genrich Altshuller, the founder of the TRIZ theory, was born in Russia in 1926. He made his first discovery at the age of 14. Later he studied Mechanical Engineering. When the basic start-up in TRIZ began in 1946, he served as a patent officer in the Soviet Navy and was responsible for patenting inventions. During this duty, by learning the patenting processes; How original are patents? How to get to the patent stage? How was the problem that led to patents resolved, how was the problem that led to patents resolved? brought a systematic massage to his questions. The most important feature of the TRIZ approach is solving the main problem based on the solved problems.
“Aquelando at home” comes every day to Galician homes presenting experiments, challenges, activities and much more, all recorded and sent to the program by children, teachers, scientists and science communicators from all over Galicia on a voluntary basis.
Through a call made by the teachers and science communicators through social networks, public participation has exceeded initial expectations and has created an unexpected and genuine science education project.