• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2007.05a
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• pp.67-69
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• 2007

Customary way of thinking may be the most major stumbling block to creative thinking in basic design education in the information and network era. The basic design education was used to be based on personal experience or subjective ideas, but these days, the role of divergent thinking and convergent thinking which provide the basis of creative techniques has been closely examined. Going beyond a divergent thinking and directly starting a convergent thinking means bypassing the design process of the existing basic design education. Though preceding studies considered various creative techniques apart from divergent thinking and convergent thinking, this study presumed that complementing the most typical methods of divergent thinking and convergent thinking may result in the same basic design education effect. So, what approach must be used to the design? The way of thinking needs to change. For that, we try to apply the mapping to basic design education. It must encompass interactive thinking which includes immaterial elements and communication. Divergent thinking can begin with the accurate understanding of current state, and the created current state resolves the design process that needs to be a certain thing. The purpose of this study was to present the method for applying the mapping techniques to basic design education based on divergent and convergent thinking which provides the basis of creative ideas.

• Journal of Engineering Education Research
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• v.25 no.6
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• pp.58-68
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• 2022

This paper aims to prepare basic design education materials explaining the design process of egg drop device by incorporating critico(-creative) thinking. To this end, in this paper, by utilizing the creative problem solving process and the elements and standards of critical thinking, 'the five-step creative engineering design education guidelines' have been prepared so that engineering freshmen can effectively participate in engineering design projects without major knowledge. We would like to apply them to the egg drop device design. The egg drop device design, which is experiment to make and drop a drop device that can protect an egg from breaking when it is dropped freely from high places, is an engineering design project that is widely used not only in elementary, middle and high school science events but also in engineering education courses under the name of 'stunt egg'. Perhaps the basic design education material on the egg drop device design incorporating critico(-creative) thinking in this paper will contribute to incorporating critico(-creative) thinking into engineering education, as well as to achieving the educational goals of the basic design subject.

• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.159-165
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• 2019

Engineering design education has been established and implemented as three stages of basic design, element design, and capstone design with the introduction of engineering education accreditation system. In the basic design, the concept and procedure of design is introduced to the beginners of engineering, and the creativity and teamwork is practiced rather than mathematical detailed design for the purpose of being connected to and used effectively in the capstone design. In this study, the opinions of the students performing capstone design after taking basic design were surveyed through questionnaire. Overall, students recognize the importance of basic design education and experienced that it is useful. The results indicate that effective basic engineering design education is being carried out, and are considerably agree to those at the professors in the former survey.

• Journal of the Korean Society of Clothing and Textiles
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• v.34 no.8
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• pp.1265-1276
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• 2010

The carelessness of basic design form in education can result in a lack of creativeness and critical thinking ability that will decrease adaptability in a rapidly changing fashion industry. If the fashion education just repeats the previous education of basic form of design, it will be impossible to create original value in fashion design. It is necessary to re-establish the characterized program of the basic form of design education. This study develops concrete educational contents of the basic form of design that can be applied to fashion design through the study of the fundamentals and the concepts of the basic form of design. This study is the basis for the cultivation of talented designers with creativity, forming ability, problem solving skills, and critical thinking ability. The research method is the fundamentals, specialty publications, and designs studied. As a result, an education program for the basic form of design to be used in fashion design education was developed. The development of education contents of the basic form of design has been developed as the plane form that aims the perceptual and emotional effects through the expression of the objects, through the use of dots, lines and planes that are the basics in forming practice and the expression of the abstract images. This suggests subjects composed of the various progressive forming conditions with the abstract dots and lines. In this subject and during the process of the idea, development, and fashion design, the overall unity, harmony, and the theory of gestalt (closure, proximity, and similarity) has been obtained. As a result, the content of the subjects was developed from the perspective that comprehensive decision making skills made from the process can lead to an improved sense of the fashion design.

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.10a
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• pp.218-219
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• 2004

• Journal of the Korea Furniture Society
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• v.25 no.3
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• pp.165-172
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• 2014

3D form study is one of basic subjects in industrial design education. There are an array of textbooks of visual art, design and architecture, most of which address basic geometrical form study and abstract forms. With the introduction of computerization, current trends are directed to reduce basic form education and students' participation in classes and their accomplishments. This study was intended to develop works under a theme of furniture design with concrete shapes and functions. This study focused on developing relevant process by fusing 3D form study and furniture design which fall into basic design and design studio subjects, respectively. Among 3D form studies, applied were a concept of 3D configuration that explores the relations between surface forms and 3D forms. Furniture design is a challenge to students at beginner or intermediate level in basic design education from initial devising stage to production in kind. To ease high level of difficulties at designing and producing stages, technical education was systematized in the process of conceptualizing, developing idea and production. This type of challenge was carried out during separate semesters, along with a case study done to develop different types of challenges. This study helped students to be motivated and actively participate in classes and well perform advanced form study and technical training from design to actual production.

• Proceedings of the Korea Society of Design Studies Conference
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• 2005.10a
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• pp.222-223
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• 2005

• Journal of Engineering Education Research
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• v.24 no.4
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• pp.30-40
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• 2021

The purpose of this study is to verify the effectiveness the IoT program in online, and explore the applicability of the design course in consideration of design elements and realistic constraints for engineering education accreditation in online. For this study, IoT programs developed based on online classes were operated, and the effectiveness as a subject was verified through satisfaction surveys, competency test, and interview of participating students. In addition, by presenting design elements and realistic constraints in a online environment required to apply to engineering design courses, it is expected that they can be used as basic data in developing and operating actual design curriculum.

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.230-231
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• 2004

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.232-233
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• 2004