Üniversite eğitim sisteminde inovasyonu canlandırma denemesi

Yıl 2012, Cilt: 2 Sayı: 1, 20 - 27, 01.04.2012

Tarık Özkul

Öz

Yenilikçi buluş yeteneği de diyebileceğimiz inovasyon kabiliyeti çağımızın en kıymetli öğelerinden biri olup, ülkelerin ekonomik ve teknolojik gelişimlerini hızlandıracak en önemli etkenlerden birisidir. Üniversite - Devlet - Sanayi üçgeninin sağlıklı çalışmasıyla hayata geçebilecek olan inovasyon çarkının başlangıç noktası üniversiteler olup, bu kabiliyet ancak üniversitelerin gençlerimize yenilikçilik ve girişimcilik ruhunu aşılamasıyla mümkün olabilir. Her ne kadar bu gerçek iyi bilinse de, bu amacı pratikte geliştirebilmek kolay bir iş değildir. Üniversite lisans seviyesi öğrencilerinde inovasyon kabiliyetini artırmak için yaptığımız deneylerde derslerin içeriğine uygun patent dokümanları kullanarak öğrencileri motive etmeye çalıştık. Patent dokümanlarını kullanarak öğrencilerin know-how ve know-why bilgilerini artırmaya çabaladık. Yaptığımız deneylerden elde ettiğimiz sonuçlara göre doğru yöntemlerle ve araçlarla öğrencilerde inovasyon kabiliyetinin hızlı bir şekilde tesis edilebileceğini müşahade ettik. Makale bu konuda yaptığımız deneyler ile metodolojimizin detaylarını ve sonuçlarını açıklamaktadır.

Anahtar Kelimeler

Eğitim teknolojisi, işbirlikçi eğitim, know-how eğitimi, know-why eğitimi, mühendislik eğitimi, özbelirleme kuramı, patent eğitimi, teknolojik inovasyon, yorumlayıcı eğitim.

Jump Starting Innovation in University Education

Öz

Innovation capability is considered the most valuable asset in the modern world. Within the innovation circle of University - Industry - Government policies, the universities are expected to lead the way in innovative thinking and innovation by educating and graduating students who have this capability. Although, this fact is very well known, how to achieve this in real life, under practical circumstances has been an elusive goal. In a long-term experiment conducted with students, different ways of increasing motivation and innovation capability of undergraduate students has been experimented. Specially selected patent documents are used within the context of the course for teaching course contents. By increasing know-how and know-why of students, their motivation toward the course is increased. The experiments have indicated that using right tools and methodology, it is possible to jump start innovation among uninitiated students at both undergraduate and graduate level. The paper discusses the philosophy behind the methods used and the type of courses suitable for jump starting innovation as well as criteria for selecting study documents.

Anahtar Kelimeler

Collaborative learning, constructionist education, educational technology, engineering education, know-why, patent education, self-determination theory, technological innovation.

Kaynakça

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• Luechtefeld, R.A. & Watkins, S. E. (2009). Suboptimization of Motivation Approaches in Engineering Education. Proceedings of the ASEE Midwest Section Conference of the American Society for Engineering Education. Accessed at: <http://www.asee.org/activities/organiza- tions/sections/proceedings/Midwest/2009/Luechtefeld-and- Watkins-24.pdf > on March 24th 2011.
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