• 한국의류산업학회지
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• 제26권1호
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• pp.78-87
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• 2024

This study aimed to propose an innovative teaching pedagogy using a half-scale body form in apparel design education and evaluate its effectiveness in augmenting students' understanding of ergonomic patterns. Constructed in alignment with Phoenix's (2018) study, which used 3D body scanning and digital editing software, the half-scale body form was created through a five-step process, encompassing body measurement, 3D body modeling, fabrication of a physical half-scale body form, pattern making, and evaluation. Implemented in an undergraduate patternmaking course offered at a 4-year university in the metropolitan Seoul, this instructional approach's effectiveness was gauged through students' course projects and exit interviews. The results underscored the positive impact of the proposed teaching pedagogy on students' grasp of ergonomic pattern development, fostering a keen understanding of diverse body shapes and sizes and the relationship between the human body and garments. Furthermore, it played a role in cultivating positive body image and self-endorsement among students. The research contributes meaningfully by presenting a fresh perspective in apparel design education, seamlessly integrating advanced anthropometric and technological tools into a conventional patternmaking classroom. It offers a novel learning experience for students majoring in apparel, creating a fun and interactive teaching environment.

• 한국의류학회지
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• 제30권3호
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• pp.487-496
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• 2006

이 연구의 목적은 21세기의 패션디자인 교육 활성화를 위한 창의력 개발 방안을 연구하는데 있다. 연구는 창의력에 대한 개념을 확립하고 구성요소들의 인지적이고 교육적인 특성을 파악하여 구체적인 교육방안을 제시하고자 했다. 창의력의 가장 중요한 요소는 문제해결 능력이며, 이 문제해결 능력의 배양 방법에 대한 기존 연구의 결과를 종합했다. 특히 예술과 디자인 분야에서 창의력 문제해결 원칙이 어떤 식으로 적용되는지를 살펴보고 교육 모델을 제시하였다. 이 연구에서는 그간 다른 연구에서는 널리 연구되지 않았던 창의력에서의 직관력(intuition)의 역할과 기능을 자세히 살펴보았다. 창의력의 중요한 요소 중의 하나가 통찰력(insight)이고 직관력이 통찰력을 증진시킬 수 있는 원동력이 될 수 있음을 제안했다. 또한 예술과 디자인 분야에서의 창의력의 발달단계는 직관력의 발달단계와 일관성이 있음을 밝혔다. 이 연구 결과를 바탕으로 직관력의 발달과 문제해결 방안을 통한 창의력 개발 방안의 후속연구를 통해 실제 수업 모형 개발 및 연구를 제안한다.

• 복식
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• 제60권9호
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• pp.95-105
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• 2010

The purpose of this study is in allowing thinking about the design development process which is more towards the visual and perceptional aspects related to the form structure by more diverse methods by typology of idea generation. To accomplish such goal, researches in the psychology, pedagogy, engineering, and consilient studies as well as related precedent researches and reference data in architecture, promotion, industrial design, and other art fields and fashion designs are collected and analyzed to see the study trend. In addition, in the content analysis method based on such, the idea generation was classified into types in consideration of relevancy, usefulness, and suitability with fashion. First, a concentrated thinking of a limited space is a method of leading an optimal design by focusing on solving the cause of a problem within a space which generates the problem. Second, plan thinking per section of structure decomposition is a method of dismantling the design problems per organization, thinking type, factor, and characteristic into sub-modules to re-interpret and re-organize the problems in various aspects. Third, an associated thinking through interpreting relationships among vocabularies is a method of selecting the marginal languages that allow a person to come up with concrete forms and the key words related to fashion to import the characteristics and attributes of the marginal languages and thematic relationship between the two terms to search the relevancy. Lastly, the free integrated thinking of language extension is a method of groping integration between other fields and fashion by free integration among the extended terms by extending the vocabularies through inferring metaphorical expressions founded upon individual's memories or knowledge concepts regarding theme words that do not allow concrete forms to come up.

• Fashion, Industry and Education
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• 제14권1호
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• pp.50-58
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• 2016

Passive learning attitudes and lack of enthusiasm in a retailing math course is quite common and a significant number of students do express their frustrations and struggles by seeking extra help outside the classroom. In order to promote students' active participation in class and to improve their performance and overall satisfaction with the course, a modified team-based learning (TBL) method was implemented in a retailing math course in two consecutive semesters. Implementing TBL into a retailing math course would improve students' accountability for their own learning, increase student interactions and engagement, and develop teamwork and collaboration skills. The scores on the midterm and final tests indicated that students' performance improved especially for the students who scored below 80% on each test when TBL was implemented. Students' reflection on the TBL activities done in class throughout the semester indicated that these TBL activities help them solidify the concepts taught in class better. They were able to realize their own mistakes and other group members who got the question right helped them understand. To maximize the benefit of TBL, it is suggested to implement TBL within the flipped classroom. Further research is called for to evaluate the effect of TBL on long-term knowledge retention among college students.

• 한국간호교육학회지
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• 제19권1호
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• pp.87-96
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• 2013

Purpose: Competency-based curriculum has attracted many nursing institutions' attention, pursuing the enhancement of competency and the quality of education. The goal of this study was to not merely scrutinize the nomenclature of competency and competency model as a concept of pedagogy as well as nursing science, but also form a well understanding of development process for nursing competency-based curriculum and nursing competency modeling. Methods: A comprehensive review on related literatures was conducted in each section of 1) competency-based curriculum, 2) competency and competency model, and 3) contents of competency. Results: The nomenclature of competency including nursing competencies, competency modeling and competency-based curriculum were clarified and summarized. Through analyzing and reviewing former studies related to competency, desirable nursing competency modeling and nursing competency-based curriculum were proposed and described. Conclusion: Learner-centered curriculum should be established based on nursing education that emphasizes intellectual skills acquisition and the enhancement of future-oriented professionalism. Competency modeling should reflect the fact that teaching-learning strategies should focus on the integration of nursing theories and clinical practices. Nursing competency modeling is essential in order to develop a genuine competency-based curriculum while in-depth practical research should be followed so that nursing theories and clinical practices work together in a coordinated fashion.