• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.11
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• pp.6669-6675
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• 2014

An invention produced through research by a professor at a university is an employee invention, and the industrial academy cooperation foundation of the university has the right to obtain a patent. The professor, in return, obtains the right to receive reasonable compensation for that invention. Research was carried out mostly by the cooperation and participation of students rather than the solitary performance of the professor. The contributory portion of the student to an invention can be treated as an employee invention, but occasionally it is considered a free invention. Therefore, the unilateral succession to the right to obtain a patent to the industrial academy cooperation foundation highlights the potential disputes between the university and students in the future. Therefore, in this study, the intellectual properties management codes of 80 universities were reviewed and analyzed for any possible problems and the appropriate directions to the codes' amendments are suggested.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.1-12
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• 2010

The purpose of this study is to analyze elementary school students' class contents and activities between the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act' and that under the invention classroom by the 'Invention Promotion Act'. For this study, the survey was conducted to 1,788 elementary school students who attended the invention class for the gifted both under the local education office and under the invention classroom. The analysis of the survey showed that the students of the invention class for the gifted under the local education office had higher motivation and participation rate in class, higher interest in invention, and stronger significantly in a future oriented will than those under the invention classroom. The parents of the invention class for the gifted under the local education office showed more enthusiastic attitude to support their students, and had significantly stronger recognition that the participation of the students in the invention education for the gifted helped enter an advanced school than those under the invention classroom. However, the class contents of the invention class for the gifted under the local education office such as 'understanding the influence of the invention history and products on society', 'scientific inquiry skills for problem solving', 'technological and engineering abilities for creating an invention', 'developing knowledge and abilities about business and management by using a new invention' were not different from those under the invention classroom. In addition, discussion and presentation were not active in the class activities of the invention class for the gifted under the local education office. Therefore, the researchers should compensate and develop a program which can apply strategically differentiated class contents and class activities to the students who participate in the invention class for the gifted under the local education office by the 'Gifted Education Promotion Act'.

• 대한공업교육학회지
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• v.45 no.2
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• pp.86-107
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• 2020

The purpose of this study is to increase the effectiveness and efficiency of invention education by presenting basic evaluation criteria that can be used when designing and preparing invention education programs in various educational institutions that operate invention education. The results of this study are as follows. First, the stage of the Invention Education Program was named '4P stage' as 4 stages of 'Planning, Preparation, Process, and Product'. Second, the areas of evaluation of the planning stage of the invention education program are 'goal setting, demand analysis' and curriculum design. The preparatory stage evaluation area is 'Developing an Invention Education Program, Securing Human Resources, Securing Physical Resources'. The evaluation area of the course level is 'program operation, program management, learner management'. The evaluation area of the calculation stage is 'education performance, achievement results, and education evaluation'. Invention education program evaluation criteria will play a role to enhance and manage the quality of invention education program. In addition, it is judged that this will be the basic data for developing evaluation criteria for the invention education program through the reconciliation process through reflux and the validation process of related experts at various invention education institutions.

• Journal of Korean Elementary Science Education
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• v.39 no.3
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• pp.338-352
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• 2020

This study analyzed and compared the characteristics in plan and practice of elementary school teachers' science-gifted classes and invention-gifted classes based on pedagogical content knowledge (PCK). To do this, we selected eight elementary school teachers with experience in conducting elementary science-gifted classes and/or invention-gifted classes were selected at the gifted education institutes in Seoul and conducted individual in-depth interviews. The analysis of the results reveal that the teachers tended to organize the science-gifted classes with a focus on the exploration of causes and application activities for scientific phenomena, but tended to organize the invention-gifted classes with a focus on producing creative output based on methodology. They were all emphasizing the enhancement of creativity in planning and practicing both science-gifted classes and invention-gifted classes. However, there were also some differences in the elements of creativity required by each class. They tended to select subjects for science-gifted classes based on regular science curriculum, while selecting subjects for invention-gifted classes focused on creative design rather than considering the practical art curriculum related to invention-gifted education. They tended to pursue and practice STEAM education in both science-gifted classes and invention-gifted classes. In a way that conforms to these class goals and points, they were using experiments and practices, providing feedback to students, and conducting evaluations. However, some shortcomings were also revealed in the processes. Educational implications of these findings are discussed.

• Journal of Engineering Education Research
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• v.22 no.2
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• pp.28-35
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• 2019

TRIZ has been widely promoted as an effective methodology to solve engineering problems. Many people wonder if the methodology based on the solutions which resolved technological contradictions more than a half-century ago still works well. To answer the question, the usage of TRIZ 40 inventive principles for the awarded patents of the Korea Invention Patent Exhibition from 2011 to 2017 is analyzed. The result shows that the inventive principles can be applied to a variety of engineering problems in different industries. In addition, there are crucial inventive principles which applied frequently regardless of industry categories.

• 대한공업교육학회지
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• v.34 no.1
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• pp.155-170
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• 2009

This study aims at examining text contents and its writing directions and analyzing their validity to develop text books of "invention and problem solving", which will be used for advanced courses of specialized high school of invention and patents. To develop text book contents and writing direction, literature research and professional association meetings were performed and to verify validity on developed text book contents and writing direction, survey research was performed. The subjects of survey research to verify validity consist of seventy five teachers who participated in the training course for invention leaders hosted by International Intellectual Property Training Institute (IIPTI) of Korean Intellectual Property Office (KIPO). To examine validity on text writing directions, each area of the text, themes, and modules, questionnaires that consist of multiple choice questions, and open questions that participants can describe their opinions were developed. Text book writing plans are included in the questionnaires to help the understanding on text book contents. The conclusions drawn from results of validity analysis are as follows: First, each theme and modules of 'invention and problem solving' were properly developed for common text books for the advance course of specialized high school of invention and patents. Second, as for the text book writing direction of 'invention and problem solving', text books emphasize research ability and creative thinking. They were developed to help increase critical thinking, logical thinking and problem solving ability.

• Journal of the Ergonomics Society of Korea
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• v.34 no.5
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• pp.473-485
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• 2015

Objective: This study provides strategies of how to effectively convert an invention, created at universities or government-funded research institutes, into a strong patent with the clear understanding of its unique technological characteristics. Background: Regardless of the amount of research funds available in our country and the decent number of intellectual property rights created using the funds, there was a deficit of more than KRW 6 trillion in the technology trade balance related with intellectual property rights in the year of 2014. One of the reasons was that the vast number of patents that were being produced by universities or by government-funded research institutes were merely performance-based patents, namely, so called "patents for patents". Another reason is that developed technology from research and development could not be transformed into a strong patent right properly due to the lack of related knowledge. Method: After reviewing various references mentioned on the patent strategies, the definition of a strong patent and the strategies of producing a strong patent for an invention drawn out from research performance will be supplied. Results: To produce a strong patent right at universities or government funded research institutes, one should use strategies for strong specifications, strategies of product patents and method patents, strategies of patent portfolios, strategies of know-how, strategies of inventions defined by numerical limitation and strategies of parameter inventions for a more strategic approach. Conclusion: Strong patent rights will be produced with the use of effective patent strategies provided in this study. Application: It is estimated that the results of this study will aid the establishment of strong patents for inventions developed by research performance at universities or government-funded research institutions.

• 대한공업교육학회지
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• v.40 no.1
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• pp.1-22
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• 2015

The purpose of this study was to select and organize educational contents needed to achieve systematic education of Invention intellectual property in secondary vocational education and ultimately to provide basic data for development of national-level curriculum. For this, the study, based on literature research, selected and organized educational contents of Invention intellectual property and learning elements in secondary vocational education, which served as the first draft. Then, the study verified its validity through experts' meeting and prepared its final draft. The experts' meeting comprized three teachers engaged in education of Invention intellectual property, two researchers (including a professor) and one person in charge of intellectual property. This study had following findings. First, the first draft of selection and organization of educational contents of Invention intellectual property in secondary vocational education as per the literature research suggested nine subject and 39 educational contents. The result of validity analysis for the suggested first draft turned out to be generally valid at 4.4 on average. Opinions modified and added by the experts' meeting were 30 in total with 5 altered, 20 modified and 5 added. Second, the result of validity analysis of learning elements in educational contents by the subject turned out to be generally valid. Average validity by the subject was revealed as Basics of invention 4.4, General invention/patent 4.5, Invention & problem solving 4.3, General intellectual property 4.5, Invention & design 4.6, Particulars of patents 4.4, Patent drawings 4.5, Patent & own business 4.5. Third, the final draft of educational contents of Invention intellectual property in secondary vocational education selected and organized eight subjects and 40 educational contents. The finally-suggested subjects included Basics of invention, General invention/patent, Invention & problem solving, General intellectual property, Invention & design, Particulars of patents, Patent information, Patent & own business.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.8
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• pp.280-291
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• 2016

The Invention Promotion act is one of the acts that have been frequently revised. Such frequent revisions have been pointed out as a major cause of the recent ongoing discussion on the alignment of the Invention Promotion Act. For proper alignment of the Act, diversified perspectives and issues have been discussed. Of them, the talk considering the effect of the 2011 Framework Act on Intellectual Property establishment on the Invention Promotion Act has received increasing attention. In this situation, this paper examined the relationship between the Framework Act and Invention Act with special focus on the relationship between the framework-formed law and an individual act that has existed prior to such a framework act. Based on this analysis, this study examined the alignment goal of the Invention Act. In addition, by studying the relationship between the recently-established framework act and the individual act along with revision case examples thereof, this paper aimed to produce a standard reflecting the legal reality. This study assumed that, although it is difficult to recognize any formal superiority in the Framework Act on Intellectual Property in the present South Korean legal regime, some practical superiority or practical supremacy is still deemed to be acknowledged. Under this assumption, it was found in this study that the Invention Promotion Act would also need to be managed in an appropriate relationship with the Framework Act within the range of such an attitude. Moreover, the structure would need to be reorganized. As discussed partially at the practical level, however, the Invention Promotion Act is an execution act of the Framework Act on Intellectual Property. Furthermore, it is inappropriate to seek to converge the full structures completely, given the limitations of the South Korean legal regime and the fairness balance with other legal cases. It is deemed that, although the provisions of the Framework Act on Intellectual property should be considered at the practical level, the Invention Promotion Act will need to be respected for its legislative purpose in itself.

• 대한공업교육학회지
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• v.42 no.1
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• pp.106-124
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• 2017

This study used the secondary Delphi method for experts, in order to propse a proper formation plan for the goal and curriculum of elementary and secondary invention/intellection property education. Its results are as following; First, the key objective of invention/intellectual property education for each school level is evaluated as appropriate. With regard to the key objective, elementary schools are aiming at 'fostering awareness and attitude for invention'(M=4.5), middle schools, 'understanding of invention process and method'(M=4.2), general high schools, 'application and evaluation of invention method'(M=4.1), and specialized high schools, 'understanding and application of Employee Invention'(M=4.6). The objective and goal of education for each school level are also evaluated as appropriate. Second, although the proper formation plans for a key learning element of elementary and secondary invention/intellectual property education were almost identical to an actual formation of preceding literature, overall change is required for the formation balance of each learning element, according to the objective and goal of school-leveled invention/intellectual property education. An appropriate formation shall be focusing on basic learning elements (A, B, C, D, E, and F) for elementary and middle schools(73.2%, 65.1%), lowering somewhat the former elements and increasing expanded learning elements for high schools(51.0%), which are connected to the invention, course(H), and patent application(K). Third, elementary and secondary invention/intellectual property education system should be oriented to its objective and goal. In order to reach this, an appropriate formation plan should be made for each school level, based on the principle of Tyler's learning organization, such as continuity, sequence and integration, which are key learning element. Specialized high schools, in particular, need to be differentiated from general ones, as well as elementary and middle schools. Additionally, for understanding and applying an employee invention, invention/intellectual property education system needs to be established in the phase of secondary occupational education.