• The Research Journal of the Costume Culture
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• v.27 no.1
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• pp.72-80
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• 2019

A teaching manual was developed to incorporate the creative problem solving process into a fashion marking course. Students' creativity, problem solving, critical thinking, and analytical thinking are promoted by applying the creative problem solving process systematically to solve authentic business problems experienced by local apparel business owners. This teaching manual is based on the FourSight Model that consists of Clarify, Ideate, Develop, and Implement. Various tools promoting divergent thinking are also utilized in the process. A local fashion business is invited as a problem owner and four resource groups are formed with students based on the results of the Kirton Adaption Innovation Inventory. Each resource group consists of 6-8 students. The creative problem solving process is implemented into a classroom setting as four 75-minutes sessions that are held twice a week for two consecutive weeks. The local fashion business owner will be in presence during the first (Clarify) and last (Implement) sessions. The instructor facilitator meets with the problem owner outside the classroom three times including pre-session client interview, after the second (Ideate) session, and before the third (Develop) session. This modified CPS manual for fashion marketing and merchandising courses provides practical guidelines to work with local fashion businesses while providing students with learning opportunities of the creative problem solving process.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.497-508
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• 2020

The paradigm focusing on learner-centered classes and the introduction of flipped learning through the connection between online and offline have been increasing. This study proved the educational effect by applying flipped learning to the basic draping course within the fashion practical course and revealed the implications for flipped learning from the instructor's perspective. The research methods are theatrical research and model development research in order to guide basic drape utilizing flipped learning. The study results revealed that learners' satisfaction was very high about the basic draping course combined with flipped learning, and it showed that students were very satisfied with the learning-related video because it can compensate for the decrease in education efficiency according to the number of attendees and improve education. Improvements shall include technical and content supplementation of video learning materials and presentation of documented learning materials, in addition to video materials. From the instructor's perspective, time needs to be set aside for video shooting and editing, a view of the composition of education from the learner's perspective, and an in-depth understanding of the instructor's curriculum for flipped learning design.

• Journal of Fashion Business
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• v.27 no.5
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• pp.121-134
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• 2023

With the development of information and communication technology, interest in new educational approaches that can enhance the learning performance of learners with improved information literacy skills is increasing, and universities are actively promoting educational innovation to foster the talents required by society. In the field of fashion studies education, which is closely related to the fashion industry, there is a strong need to develop field-linked educational programs that reflect the trends in the industry and changes in the educational system. The purpose of this study was to introduce industry-coupled problem-based learning (IC-PBL) to the course "Understanding Fashion Consumption Trends" for non-fashion majors to reflect the current needs and strengthen the educational effectiveness of the learners through a survey. A seven-step curriculum (introduction to the class, practitioner's problem, learner's problem analysis, organizing concepts related to variables, information collection and scenario writing, presentation and scenario proposal, and evaluation) not only enhanced learners' understanding of fashion consumption trends and the fashion industry but also greatly amplified learners' satisfaction with the class. The results of the survey showed that the seven-step curriculum was effective in increasing learners' self-directed learning ability, problem-solving ability, and confidence in learning. Self-directed learning ability was stronger than other factors, consistent with the core principle of problem-based learning to empower learners to take the initiative and promote self-directed learning. Each factor analyzed was positively correlated.

• Human Ecology Research
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• v.56 no.1
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• pp.71-84
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• 2018

This study presents a case of a visual merchandising course adopting a problem-based learning (PBL) model, as a part of shop manager training program for high school students. Various vocational training classes are actively developed for vocational high schools, yet programs in the home economics area are relatively lacking. In particular, education programs for shop manager training are urgently required due to the high demand of this job in the fashion industry. The PBL model, which reflects constructionist learning theory, is considered for this visual merchandising course in order to help develop the ability of students to creatively apply their knowledge on real-world problems through self-driven learning. For the purpose of job analysis, two problem areas were identified through interviews conducted with shop managers who work for apparel shops in department stores. Based on the results of the interviews, professors and high school teachers developed two PBL instructional modules. The developed module courses were implemented with 2 classes of vocational high school students. The learning outcome was examined through the analysis of a student survey and reflection journals. It was apparent that the PBL courses effectively attracted the interests of learners in vocational training and improved their understanding of the contents as well as cooperation skills. The results of this study indicate that implementing the PBL model for the training of store managers can contribute to the vocational training programs for high school students.

• Journal of Fashion Business
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• v.25 no.2
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• pp.98-109
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• 2021

The purpose of this study was to present the case of class operation by paralleling a general instructor's lecture class and a IC-PBL class in a fashion design major course and comparing the educational effects. The teaching model of this study was designed to improve the ability to use the knowledge gained in accordance with the needs of the industrial field and to develop an independent learning ability. It will provide meaningful data. This study measured and considered the qualitative items of self-efficacy and changes in class perception through interviews and questionnaires completed by the learners after experiencing each general class and IC-PBL class. The results of this study are, first, that in the History of Fashion and Costume class, the general teaching method and the IC-PBL teaching method were applied in parallel to design a class, and a method case was presented. Second, as a result of comparing the educational effects of the two teaching methods through a student questionnaire, IC-PBL was more effective in improving learning attitude, learning achievement and self-efficacy. In addition, after the IC-PBL class on History of Fashion and Costume, the students' negative perception of team activities improved, and the students' cooperative ability and creativity improved.

• Journal of the Korean Society of Costume
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• v.38
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• pp.31-49
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• 1998

This study is the primary basic study about the spatial feature of modeling of Fashion Design. Then, this researcher lays significance in establishing the basic system about the character of dress and its ornaments as modeling in spatial-formal, dimension, examining the feature of modeling closely through perception principle and offering the basic principle to plan and organize the modeling space for dress and its ornaments on the basis of it. To generalize the findings is as follows : First, the spatial system of modeling for dress and its ornaments is made with 3 elements such as space, human beings and dress and its ornaments. Second, the form of dress and its ornaments and the spatial organization start from the structural basis which is human body, and the sensible system of body is made through inter-action, but the aesthetic expression is complet-ed by the moment of body. Third, the characteristic principle of model-ing for dress and its ornaments which was suggested in Chapter IV is based on the visuo-per-ceptional modeling experience, and these thinking contents are inputted in cognition course as the invisible in formation in the new space plan and organization and activate the apperception course and aim at the action about aesthetic judgement.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.510-521
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• 2020

The university is attempting educational innovation to cultivate talents required by society. The purpose of this study was to prove the educational effect by applying the PBL to on a fashion theoretical course. The research methods are theatrical research and model development research to guide to utilizing PBL. As a result of this study, the learners' satisfaction with the subject applying PBL was evaluated quite positively. In general, it has been shown to have a very effective effect on improving the learner's problem-solving capability, cooperative learning capability, and self-directed learning capability. In particular, the problem-solving capability is relatively high compared to other factors. The result is consistent with the educational goal of the PBL for improving the learner's problem-solving capability. Perceivable correlation analysis on the relationship between the factors to grasp the educational effect of the PBL revealed the factors with a static correlation. In particular, the problem solving capability and cooperative learning capability developed a significant correlation with self-directed learning capability. This is a testament to their ability to exert greater influence when the competencies that each learner develops are combined.

• Fashion & Textile Research Journal
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• v.14 no.2
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• pp.277-285
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• 2012

This research studied how to develop tight upper sportswear from 3D scan data considering fabric stretch property. Subjects were five Korean men of average figure in their 20's. Scanning was done for ten postures via vitus smart/pro(Techmath LTD). Analyzing from 3D scan data, more than 70% of the upper body surface showed surface change rate under 20%. It was shoulder and under arm side part that showed most noticeable body surface change when moving. A parametric model with convex surface was generated and flattened onto the plane, resulting 2D pattern. The error rate occurring in the process of 3D to 2D conversion was 0.2% for outline and 0.13% for area, respectively. Thirteen kinds of stretchable fabrics in the market were collected for this study. Stretch property was in the range of 16.0~58.2% for wale direction; 23.1~78.4% for course. Based on wear trial test, four fabrics were chosen for making the 1st experimental garment and finally one fabric was chosen for the 2nd one, which was developed applying 4 kinds of crosswise reduction rate on 2D pattern: 0, 5, 10, and 15%. Through wear trial test and garment pressure measurement, experimental garment applied with 10% pattern reduction rate was evaluated as most comfortable and considerable.

• Journal of the Korean Society of Clothing and Textiles
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• v.40 no.2
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• pp.397-408
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• 2016

This study explores factors that influence the development of creative ideas among apparel design students. This research is to understand how past experience (especially in art and design), influences the development of creative ideas in apparel design. The interaction between two related elements of student experience and work process is explored. A design process model based on Wallas's (1926) creative problem-solving process and Koberg and Bagnall's (1974) design process was used in the context of a beginning-level apparel design course comprised of Korean and Chinese students at a university in Seoul, South Korea. The results show that students with past experience in art and/or design performed differently than inexperienced students when faced with the same stimulation. Significant differences were also observed between experienced and inexperienced students in the development of creative ideas.

• Nuclear Engineering and Technology
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• v.41 no.7
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• pp.885-892
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• 2009

This manuscript will discuss a numerical method where the six equations of two-phase flow, the solid heat conduction equations, and the two equations that describe neutron diffusion and precursor concentration are solved together in a tightly coupled, nonlinear fashion for a simplified model of a nuclear reactor core. This approach has two important advantages. The first advantage is a higher level of accuracy. Because the equations are solved together in a single nonlinear system, the solution is more accurate than the traditional "operator split" approach where the two-phase flow equations are solved first, the heat conduction is solved second and the neutron diffusion is solved third, limiting the temporal accuracy to $1^{st}$ order because the nonlinear coupling between the physics is handled explicitly. The second advantage of the method described in this manuscript is that the time step control in the fully implicit system can be based on the timescale of the solution rather than a stability-based time step restriction like the material Courant limit required of operator-split methods. In this work, a pilot code was used which employs this tightly coupled, fully implicit method to simulate a reactor core. Results are presented from a simulated control rod movement which show $2^{nd}$ order accuracy in time. Also described in this paper is a simulated rod ejection demonstrating how the fastest timescale of the problem can change between the state variables of neutronics, conduction and two-phase flow during the course of a transient.