• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.162-163
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• 2004

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.11
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• pp.4623-4628
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• 2010

This study is to explore the contents and composition of architectural design studio. The purpose of this study is to seek after the potentiality of architectural design education as a formative design dealing with the morphologic difference between solid and void, and to present the effective process of design education for architectural design studio in terms of creative thinking.

• Communications of Mathematical Education
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• v.35 no.1
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• pp.37-74
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• 2021

In this study, the student participation-centered class, which takes students' mathematical thinking as an important issues of the class, is named as student thinking-based math class. The main characteristics of student thinking-based mathematics classes were examined in terms of tasks, students engagement, and the role of teachers. According to the results of analysis of class cases practiced by five secondary mathematics teachers, student thinking-based mathematics classes were conducted in the intersection of the rich mathematics tasks, students' cognitive and social engagement, and the role of teachers' formative facilitator. The results of this study showed that the student's thinking is more important than the activity itself. And it is meaningful in that it examines the influence of the dynamic interaction of the three components of the mathematics class on the direction and outcome of the class.

• Fashion & Textile Research Journal
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• v.19 no.5
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• pp.535-546
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• 2017

This study considers direction types and formative characteristics by analyzing natural objets in contemporary fashion window display. The research methods are both literature review and content analysis based on images of contemporary fashion window display. The conclusions of this study are as follows. First, the direction types of natural objets in contemporary fashion window display expand objective outlines by maximizing the morphological form of objects. Second, a rhythmic sense expressed through a gradual repetition of patterns or a sequential arrangement of natural objects. Third, it represents a reversal of image accomplished through a modification of material on the natural objects. Fourth, a new space is created by transforming two dimensional forms of natural objects. The first formative characteristic of natural objects in contemporary fashion window display is exaggeration. This is expressed through either the expansion of the external volume, the collapsed form of natural objects, or the distortion of external colors. Second, it is a dynamics. This makes it possible to recall the dynamic image of the integration of the observer with a priori thinking by systematically sequencing objects or inducing a specific motion. Third, it is an abstraction. This provides an opportunity for the observer to find in a natural beauty by exchanging physical form or reinterpreting characteristic points. Fourth, it concerns eclecticism characteristic that objects created through the mutual fusion of heterogeneous elements indicates an aesthetic inspiration in a limited space by diverting conventional thinking toward natural objects with expansion of consciousness on formative arts.

• The Mathematical Education
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• v.56 no.3
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• pp.341-363
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• 2017

This case study contributes to the efforts on identifying the essential features of responsive teaching practice where students' mathematical thinking is central in instructional interactions. We firstly conceptualize responsive teaching as a type of teachers' instructional decisions based on noticing literature, and agree on the claim which teachers' responsive decisions should be accounted in classroom interactional contexts where teacher, students and content are actively interacting with each other. Building on this responsive teaching model, we analyze classroom observation data of a 7th grade teacher who implemented a lesson package specifically designed to respond to students' mathematical thinking, called Formative Assessment Lessons. Our findings suggest the characteristics of responsive teaching practice and identify the relationship between noticing and responsive teaching as: (a) noticing on students' current status of mathematical thinking by eliciting and anticipating, (b) noticing on students' potential conceptual development with follow-up questions, and (c) noticing for all students' conceptual development by orchestrating productive discussions. This study sheds light on the actual teachable moments in the practice of mathematics teachers and explains what, when and how to support teachers to improve their classroom practice focusing on supporting all students' mathematical conceptual development.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.707-722
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• 2021

The need for Maker Education has received attention as an educational environment for cultivating the active and creative ability that can solve new problems in this era, and it is applied in various educational fields. Many of them use Design Thinking as a stage of maker activities. However, the educational value of each concept has not been magnified, since maker programs are designed by simply borrowing steps without considering the similar but different features of them. Therefore, this study developed a model of Maker Education utilizing Design Thinking based on complementary relationships. To this end, formative research methodology was conducted by the following procedures, developing a draft, conducting a formative evaluation, and completing the final model. As a result, the stages of Maker Education were visualized and detailed activities and instructing strategies in each step by reflecting the features of Maker Education, the autonomy of the learner and producing visible outputs using various tools and materials, and Design Thinking, the specific process of solving problems and enabling social participation.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.527-546
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• 2021

The purpose of this study is to reveal what mathematics teachers focus on and how they assess students' thinking during lessons enacted. For this purpose, we googled and searched internet sites to collect formative assessment materials for the year 2014 to 2019. The formative assessment tasks data were analyzed according to the levels cognitive demand levels and tasks suggested in textbooks in terms of degrees to which how they are related. The data analysis suggested as follows: a) most of the formative assessment tasks were at the low-level, in particular, PNC level tasks that require applying particular procedures without connections to concepts and meaning underlying the procedures, b) the assessment tasks appeared to be very similar to the tasks suggested in the secondary mathematics textbooks, and c) it seemed that 3 types of formative assessment, observation notes, self-assessment, and peer-assessment were dominantly utilized during mathematics lessons and these different types of formative assessment were employed apparently to find out whether students participated actively in class and in group activity, not how they go through understanding or thinking processes.

• Journal of the Korea Furniture Society
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• v.25 no.3
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• pp.188-197
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• 2014

This study aimed to develop organic design and propose references on an origin and developing factors of the organic design as looking into previous researches on furniture design. Expressive features with curves observed in the furniture design have been interpreted as organic meanings, and the study also approached grounds for the organic design elements while talking about developments of new materials and digital technology. In addition, the study presented a possibility explaining that these organic design elements might have been derived and developed from Art Nouveau. State-of-the art technology of the digital era in the 21st century has been built upon more creative concepts, and as this technology gets combined with the digital technology, it is, now, changing but also improving both morphological aspects and design methodologies. In the midst of this change, when it comes to factors to develop the organic design, creation of various new materials and state-of-the art digital technology are considered to be immediate factors to changes in the design. As morphological thinking using digital media develops, geometric thinking and such form are realized which eventually would lead us to furniture design of a new concept.

• Journal of the Korea Furniture Society
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• v.28 no.3
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• pp.198-206
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• 2017

In this study, analysis of the cultural effects on design expressions and comparative analysis of designers' cultural background on their expression methods were implemented. The purpose of this study is to help the professionals and learners who pursue towards cultural designs in the design field utilize this research work as reference data and academic materials, and to contribute to the development of designs in the Eastern cultures. The author compared the differences between the viewpoints depending on background, either the Eastern or the Western culture, based on the existing studies and literatures, and analyzed the relationship between the viewpoints and expressions. Also, analyses of the expression methods related with cultural viewpoints and design viewpoints were conducted, especially with analysis of works of Uchida Shigeru from the East and Berner Panton from the West. Although both of their works were produced contemporarily and expressed with similar techniques, each of the conceptual approaches to their works represents different characteristics of the cultural viewpoint. Such a finding suggests that the approach to the design process should take place in a different way based on its cultural background, and it is accordingly required to seek for a new method for cultural design process.

• Fashion & Textile Research Journal
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• v.17 no.3
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• pp.351-363
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• 2015

This research explores diachronic fashion design trends through a structure analysis of a connection network based on fashion show concepts implemented by modern fashion designers from S/S 2009 to F/W 2013. The findings from this research are as follows. First, four categories affect the inspiration and thinking of design: the experience of the designer, social atmosphere and phenomena, natural sensitivity (or formative characteristics of natural objects), and the influence and quality of other fields. Second, in cases where the designers' experiences influenced design inspiration and thinking, designers express personal memories with keywords like high school, grandmother's closet, prom, beauty and the beast, heritage, past, and reminiscence through design elements such as lines, silhouettes, materials, and colors. Third, the representative example of the social atmosphere and phenomena that influenced design inspiration and thinking was the 2008 Global Financial Crisis that reflected the social climate through design concepts of keywords such as Recession, Black, Economy, US, Depression, Gray, Dark Age, White and New York. Fourth, inspired by nature and the formative characteristics in design, the designers employed ornamental elements to collections and design concepts that focused on nature words connected to light, sun, wild, dirt, rock, moss, and trees. Fifth, the designers took their ideas from different fields of personal interest in the arts, science and humanities (sports, architecture, sculpture, painting, and literature) that were decisive in determining materials, design colors and silhouettes. The theme of architecture was analyzed as a central element that had an ongoing impact on the concepts of designers.