• Journal of the Korean Society of Clothing and Textiles
• /
• v.30 no.11 s.158
• /
• pp.1560-1571
• /
• 2006

The purpose of this study is to analyze relations between digital characteristics and formative features of fashion design in digital era, to find out the best way to make desirable clothes in the future affected by digital characteristics. The methods of this study are documentary research of previous studies and case study. For the study of formative features of fashion design, 100 kinds of pictures have been selected from photographs in fashion magazines, professional books and internet sites. In the theoretical study, digital characteristics are limitless repetition, compressibility, interactivity, ease of deformation and mobility. And formative features of digital design are plasticity & geometry, assemblage, joints & connections, transparency and deformation. The results of analysis are as follow. Formative features of fashion design in digital era are classified nonlinearity, variability and hybrid. There are organic relations between digital characteristics and formative features of fashion design as well as between digital characteristics and formative features of digital design. Also, there is significant similarity between formative features of digital design and formative features of fashion design in digital era.

• The Research Journal of the Costume Culture
• /
• v.21 no.4
• /
• pp.521-534
• /
• 2013

This study aims to identify the formative features of inflatable fashion that has changed its form or fulfilled specific functions by inserting air between fabrics or between clothes and the human body. Images of inflatable fashion images after the 1990s were collected from the literature and internet data and were analyzed based on the formative features of inflatable design. Through this analysis, it was determined that there were four formative features of inflatable fashion: First, inflatable fashion has functionality. General fashion also has functionality, but inflatable fashion has expanded functionalities such as an air bag effect or insulation due to injected air. Second, the formative potential. Inflatable fashion can be changed into different forms depending on the amount of air injected. Light-weighted air holds up the material of the clothes. So new forms that are different from conventional fashion, which gives inflatable fashion its formative potential, can be suggested. Third, aesthetic expansion. Inflatable fashion when its volume is expanded expresses the beauty of scale, or expresses a voluptuous beauty when part of human body is exaggerated. Fourth, it has an unconstructive characteristic. Space that is visible due to the transparent material of inflatable fashion expresses the intention of the designer to fulfill an unconstructive concept. In conclusion, the formative features of inflatable design have formative significances : practicality, aesthetic significance, semantics and technical significance.

• Proceeding of Spring/Autumn Annual Conference of KHA
• /
• 2009.11a
• /
• pp.223-228
• /
• 2009

The meaning of the characteristics of formative expression in contemporary residential architecture is flowing elements as important means to inbreathe emotional feeling of movement and as automatic and positive wats of expression. So the purpose of this study was to analyze the characteristics of formative expression in contemporary residential architecture, and to plan residential design linked with this kind of concept. For this study, analysis of case studies were used and the cases were selected in contemporary residential architecture which were represented having formative expressions since 2005. The major results found that the characteristics of formative expression were ex-center, reiteration, dispersibility, diagonality, plasticity, non-linearity, and deconstruction. In addition to that, we derived various methods expressing the formative characteristics, which were mass transformation, plan variation and composition element transformation. Summing these results up, the various characteristics of formative expression in contemporary residential architecture are understood as the results of the free modeling will of architects fulfilled with the spirit of inquiry and experiment to escape from the standard architecture in order to differentiate themselves.

• Journal of the Korean Society of Clothing and Textiles
• /
• v.25 no.5
• /
• pp.845-855
• /
• 2001

Now the most important thing in fashion industry is find out the fashion sensibility and preference of customers exactly. Thus it is needed that fashion sensibility is connected with formative properties in clothing. The purpose of this study is to clarify the relationship between the fashion sensibility and the formative properties in clothing. 91 kinds of costume samples have been selected from photographs in fashion magazines under color combination, inside form, texture, pattern type in clothing. I have measured fashion sensibility by using Semantic Differential method. The obtained data were analyzed by GLM, discriminant analysis. The results of analysis are as follow; 1. The discriminative images were significant difference in formative properties - color combination was related to attractiveness, inner form to decorativeness, pattern to harmony and texture to surface of soft and hard in clothing. 2. fashion sensibility was significant relationship with formative properties especially inner form in clothing. And the trimming was identified as gorgeous and feminine. 3. Preference, Buying needs, Riches and Pleasant were significant relationship with formative properties in clothing especially color combination and texture.

• Journal of Korean Elementary Science Education
• /
• v.19 no.2
• /
• pp.83-92
• /
• 2000

The purpose of this study was to investigate the characteristics of formative assessment in elementary school science teaching. In order to examine the practices of formative assessment in science teaching, 8 science classes were observed and video-taped for each of two instructions. We also interviewed the teachers and students with semi-structured questions. The result indicated that the teachers used planned formative assessment and interactive formative assessment. Teachers assessed three aspects of student loaming in science classroom: the student's personal, social and science development. However, the majority assessed in science teaching was science development. Teachers used observation, question and answer, dialogue, reports, and presentation as the formative assessment methods. The process of formative assessment was categorized as to get information, to judge and to give feedback. These three aspects were interrelated and interdependent. The type of question and feedback was influenced on the extent of the interaction between teachers and students.

• Educational Technology International
• /
• v.6 no.2
• /
• pp.131-151
• /
• 2005

As student-centered learning grows, formative peer assessment practices have been universally used in various fields. According to the review of traditional peer assessment practices, the formative peer assessment has five common stages: planning, assessing (giving feedback), receiving feedback, reflection, and revising. As the each stage of traditional formative peer assessment has some weaknesses, the study discusses solutions that are recommended for dealing with the problems by introducing the potential benefits of web-based peer assessment. Then, desirable future trends of web-based peer assessment are suggested. The author hopes that understanding the potential benefits of web-based formative peer assessment will promote the proper use of peer assessment and render positive effect on student learning.

• Journal of The Korean Association For Science Education
• /
• v.42 no.5
• /
• pp.501-514
• /
• 2022

This study aims to reveal what is necessary for pre-service science teachers to make good use of online formative assessment in the context of online classes. For 22 pre-service physics teachers, first, the preliminary perception of online classes, online formative assessment, and formative assessment was investigated; second, the practice process of online formative assessment was examined. Then the differences between perception and practice were compared and analyzed. Data were collected in preliminary surveys, lesson plans, online formative assessment items, and interview data. As a result of the study, an interaction was mentioned as the difficulty of online classes in the preliminary perception, and pre-service teachers mentioned the use of technology, feedback, and adjustment as advantages of online formative assessment. In most cases of practice, the automated feedback was used using the platform's technology, but it did not lead to adjustment and interaction. In addition, the use of items in online formative assessment was not suitable for formative functions. The reason why the interaction using formative feedback did not occur seems to be because the understanding of formative assessment was insufficient. Pre-service teachers need to be prepared for the 'formative' function through the feedback of online formative assessment so that can lead to interaction in online classes. The shift to online classes is creating difficulties, especially in interaction. It is necessary to prepare and educate pre-service teachers on fundamental aspects that can overcome these difficulties.

• Communications of Mathematical Education
• /
• v.31 no.4
• /
• pp.409-432
• /
• 2017

The purpose of this study is to find out the importance of process - based evaluation and to find a way to set up and operate the formative assessment which is getting attention. As one of the ways, we investigated the effect of formative assessment through student's interactive feedback on mathematics achievement and attitude of fourth grade students in elementary school. In order to conduct the study, two groups of homogeneous grades were selected. In the experimental group, formative assessment was conducted through student's interactive feedback. In comparison group, formative assessment was conducted through self - confirmation feedback. Statistical analysis of the results after the experiment showed that the formative assessment through student's interactive feedback was found to have a positive effect on the improvement of mathematics achievement. In addition, the formative assessment through student's interactive feedback positively changed the mathematics attitude. Therefore, this suggests that applicability of formative assessment through student's interactive feedback in elementary school classroom instruction, as well as implications for follow - up study for effective implementation of formative assessment.

• Journal of the Korean Home Economics Association
• /
• v.35 no.1
• /
• pp.31-46
• /
• 1997

This study aims to give a new modern light to a paper and search for a possibility of a paper as a new formative material. And then this study wants to suggest the formative effect of the paper operation as one technique which creates the idea of fashion design and to contribute in enlarging the possibility of expression of fashion design. The results of this study are as follow Firstly a paper is found to be expressed in new moulding forms by the various formative experiments because a paper can be easily and variously used as the material of expression. So the moulding images of paper operation are provided for the idea of fashion design and give much influences on the development of fashion design. Seccondly through the new light on a paper as the formative material it is demonstrated that a paper can be used for the development of many forms and the enlargement of the area of expression in the fashion design. Thirdly in the fashion design the formative effect of the paper operation not only give a variety to silhouette but also forms one technique of creation of new materials

• Korean Institute of Interior Design Journal
• /
• v.15 no.5 s.58
• /
• pp.3-11
• /
• 2006

Our residential architecture and furniture have developed their unique formative characteristics under the influence of the natural environment as well as under socio-cultural influence. In order to understand such characteristics of our residential architecture and furniture, we need to clarify similarities and differences through comparative study from various perspectives. The present study purposed to examine the effects of mutual relations among Yangban's residential architecture and their furniture in the Chosun Dynasty on their formative characteristics, to identify the formative characteristics of shapes, materials, colors, patterns and decorations found in the residential architecture and their furniture, and to make a comparative analysis of the formative characteristics of the residential buildings and their furniture. This research will provide a ground for reinterpreting our culture and help to apply Korean culture identity to today's interior and furniture design.