• Korean Journal of Logic
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• v.12 no.2
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• pp.59-88
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• 2009

According to David Hume, a deductive demonstration for inductive inference is not possible, because inductive inference is not deductive; and an inductive demonstration for inductive inference is not possible either, because such a demonstration is circular. Thus, on his view, there is no way of justifying inductive inference. Ever since Hume raised this problem of induction, a fair number of philosophers have tried to solve it. Nevertheless there is still no solution which is plausible enough to receive wide endorsement. According to Wilfrid Sellars, we cannot justify inductive inference by any theoretical reasoning; we can vindicate it only by a certain sort of practical reasoning. In this paper, I defend this Sellarsian proposal by developing and explaining it.

• Journal of Korean Home Economics Education Association
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• v.22 no.4
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• pp.109-138
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• 2010

This study examined how practical reasoning process is reflected in the 2007 revised home economics textbook of the 7th grade that is being used in schools since 2010. For a textbook analysis of the components of practical reasoning process, 12 published textbooks were all analyzed, and analysis areas were decided by reconstructing the textbook system into introduction, body contents, learning activities, evaluation. Analysis criteria were extracted from the previous literatures. Practical reasoning process was classified into Valued Ends, Context and Background, Alternatives and Means, on sequence, and Action and Reflection. As a result of analyzing categories and problems that practical reasoning process is reflected in the textbook, firstly, here was a category, which Valued Ends was absent in the practical reasoning process. In the relevant category, general problem solving progress and practical reasoning process could not be differentiated, and activity was developed with 'strategies for solution' as objective. Second, there was a category that the practical reasoning process was reflected in body contents. In this category, knowledge, concept, principle, and theory were insufficiently dealt with. Third, there was a category that reflected components of practical reasoning process but was covered with general problem solving process. Fourth, there was a category that described theme of sub-unit and body contents from the different curriculum perspectives. A curriculum perspective works as the foundation of preparing class contents or consistency of methods when developing lessons. Therefore, confusion might occur when a teacher plans a class with this kind of textbook. Fifth, a category that suggested partial components of practical reasoning process was shown the most and this category is difficult to maximize effects of practical reasoning process.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.203-215
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• 2009

A research problem for this study is formulated: "Is practical reasoning instruction effective on raising problem solving ability?" This study is a quasi-experimental study with independent variable of practical reasoning instruction and dependent variable of problem solving ability. Six class hours of experimental input for the 'Housing space' is implemented for an experimental group. T-test results show that practical reasoning instruction is effective on total problem solving ability whereas is not effective on 'implementing alternative action' sub-area of problem solving. This study suggests for the future studies to systematically design practical reasoning classes in consider of appropriate class times and sub-areas of problem solving. Input of an experienced teacher of practical reasoning is also recommended to generalize the results of the experimental study.

• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.79-101
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• 2013

This study examined how practical reasoning processes were reflected in the revised consumer education of technology & home economics textbooks in secondary schools. Twenty-four textbooks from secondary schools for 7th to 10th grades were analyzed. Areas of textbooks analyzed were introduction, body content, learning activity, and evaluation. Analysis criteria were extracted from the previous literature regarding contents and questions dealing with practical reasoning processes and revised by a researcher of this paper. The results and conclusions of this study are as follows. The results of the analysis of the practical reasoning processes showed that, across all grades, "contexts" was the most common element, and "alternatives and means" was the second most common elements. The elements of "consequences", "action and reflection" were less represented in the textbooks, with the exception of the learning activity part. The types of practical reasoning process reflected were classified either as the entire process of reasoning being reflected or some of the process being reflected, or included in the body content. Most of these were some of the process being reflected. Since there were a lot of concept-oriented statements rather than questions, more practical reasoning questions should be developed to increase the reasoning process. In addition, a need exists to develop a variety of ways to utilize the entire practical reasoning processes in the textbooks to help teachers apply the practical reasoning processes to their lessons.

• Journal of Korean Home Economics Education Association
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• v.19 no.1 s.43
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• pp.65-79
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• 2007

The purpose of this study was to test the effects of practical reasoning home economics instruction on middle school students' views of home economics. Thomas(1986) categorized six alternative views of home economics as education for women, manual training, application of science, household management, family development, and an intervention. This study carried a quasi-experiment research with an independent variable of types of instruction and a dependent variable of views of home economics. The experiment was carried with the sample of 137 8th grade students in Gwangju area for ten class hours. Paired t-test was performed to examine the pretest-posttest differences of each experiment group and comparison group. The results showed that practical reasoning instruction improved level of the view of home economics as an intervention, and decreased level of the view of home economics as manual training. From the results of this study, conclusion can be made that practical reasoning home economics instruction is effective in changing to the appropriate views of home economics. Also it is expected that current Korean home economics textbook can lead to the views of home economics as household management and as family development.

• Journal of Korean Home Economics Education Association
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• v.18 no.1 s.39
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• pp.31-47
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• 2006

This study developed practical reasoning teaching-learning material for middle school home economics education and tested its effects on middle school students' self-esteem The type of this study was a quasi-experimental research and its independent variable was practical reasoning instruction and its dependent variable was self-esteem. The research design for this study was a pretest-posttest design. Practical reasoning instruction was given for experimental group whereas traditional instruction was given to comparison group. For measuring self-esteem, 'self-esteem scale' developed by Choi & Jun(1993) was used and its Cronbach'a was ranged from .69 to .84. Statistic analysis was done by mean and standard deviation for general characteristics of samples and paired t-test for testing difference of pretest-posttest. The results of this study showed that practical reasoning instruction improved middles school students' self-esteem, the general self-esteem and social self-esteem among sub-areas of self-esteem in particular.

• Journal of Korean Home Economics Education Association
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• v.21 no.2
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• pp.187-202
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• 2009

The purpose of this study was to develop a practical reasoning model for the 'parenthood' part of the 'marriage and child rearing' unit of high school first-grade technology & home economics based on the instruction objectives selected from 11 different kinds of textbooks, and to examine the effects of the model. Learning objectives and contents were selected, and a practical reasoning teaching model of six sessions was developed and implemented in class. The subjects in this study were students in five first-year classes in a high school located in the city of Icheon, Gyeonggi province. The effectiveness of the model was analyzed by conducting a survey on the students before and after its application. Assessments were also conducted on the lessons applied. Students who received instruction according to the practical reasoning model underwent a significant change, as they displayed higher scores in understanding the meaning of parenthood, preparation for parenthood, and the role of parenting. As a result of applying the model, it was found that the classes proved to be helpful to the students.

• Journal of Korean Home Economics Education Association
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• v.33 no.1
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• pp.1-16
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• 2021

The purpose of this study was to investigate the needs of middle school students for the practical reasoning in a distance learning environment, to verify the needs differences based on the learner's personal characteristics, student-teacher interaction, and student-student interaction, and to investigate the relationships among student-teacher interaction, voluntary participation of students, and the students' perception of the extent to which practical reasoning is implemented in distance learning. For this purpose, 1,842 middle school students from seven schools in Gyeonggi, Daejeon, Chungbuk, and Sejong areas were surveyed online to investigate the importance of the practical reasoning questions and the how much practical reasoning is implemented in current distance learning. Among them, 1,095 responses were used for final analysis and descriptive statistics, independent sample t-test, one-way ANOVA, and path analysis were conducted. As a result of the study, first, middle school students acknowledged that the practical reasoning was important with the importance average 3.76. Based on the locus for focus model, the priorities of the needs in home economics class were examined, and the values and importance of the problem, and the ramification of the solution were considered to be of high priority. Second, characteristics of middle school students, student-teacher interaction and student-student interaction were found to have positive influence on needs for practical reasoning, while no difference were found by gender or voluntary participation in distance learning. Third, the voluntary participation of students and the student-teacher interaction in distance learning had a positive (+) significant effect on perceived implementation of practical reasoning, yet negative (-) significant effect on needs for practical reasoning.

• The Journal of Korean Institute for Practical Engineering Education
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• v.5 no.1
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• pp.1-13
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• 2013

For a basic engineering education the confirmation and verification of the deductive Inference was studied and the principle of probability inference was applied. The background of introduction of deductive Inference and its test method was mentioned, and historic arguments on the compatibility of deductive statistical inference was summarized and analyzed. Philosophical arguments on the deductive confirmation for engineering experiments was introduced. Premise, procedure, and control of the experiments are studied. As an example of the deductive probability inference three groups of experimental data were used in order to find successful inferences respectively.

• Journal of Korean Home Economics Education Association
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• v.30 no.3
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• pp.151-173
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• 2018

The purposes of this study was to identify the magnitude and direction of the effects of Practical Reasoning Instruction (PRI) on students' achievements in Home Economics classes using the meta-analysis method and to examine whether the effects of PRI vary across publication status, study design, year of the studies, school level, gender of students, type of students' achievements, content area, location where the interventions of PRI were conducted, and duration. Thirty-four primary studies with 44 effect sizes were analyzed with calculation method of Becker(1988). A funnel plot method result revealed no publication bias. The results of this meta-analysis are as follows. First, PRI was more effective than traditional instruction on students' achievements. A summary statistic was 0.60 with a standard error of .074, which means that an increase of about two-third of a standard deviation beyond what would be expected from traditional instruction was gained from PRI intervention. Second, categorical and regression analyses were employed to find the sources of variance and moderators that predict the effects of PRI. The moderator analyses revealed no statistically significant effects of publication status, study design, school level, gender of students, type of students' achievements, and duration. Content area, location where the interventions of PRI were revealed to be moderators. It was concluded that PRI was effective in improving students' achievements regardless of publication status, study design, year of the studies, school level, gender of students, type of student achievement, and duration.