• 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.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.14 no.3
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• pp.1-9
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• 2002

The objectives of this study were to measure the effect of Practical Reasoning Instruction in Home Economics : specifically. its effect on developing of critical thinking as well as to evaluate the degree of the critical thinking process. with reference to its sub-factors and the level. The research subjects were consisted of the experimental group of 119 freshman class female students from the “A” High School and the comparative group of 110 freshman class female student from the “C” High School in the city of Chung-Ju. This research was conducted under the pre-post test control group design. administering the Pre-Post testing to both the experimental and the comparative groups. The experimental group was subjected to Practical Reasoning Instruction in Home Economics : whereas the comparative group was taught under the lecture-Instruction in Home Economics The research findings are as follows: 1. Those who studied Home Economics under the Practical reasoning method scored higher on the critical thinking Process than the comparative group students who were taught Home Economics in the lecture-style approach. 2. The experimental group of students. who studied Home Economics under the Practical reasoning method. scored higher than the comparative group in their ability to perceive assumption and to render Judgment among the five sub-factors of their critical thinking processes.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.115-127
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• 2000

The purpose of this study is to develop lesson plans. teaching guide, and teaching materials applying practical reasoning teaching model in the area of ’human development and family relationship’in middle school home economics. The practical reasoning teaching model consists of five factors: Desired results, Awareness of context, Alternative approaches, Consequences of action, and Action. This study based on practical reasoning has following process: Curriculum development. Developing lesson pan, teaching material, an teaching guide, Experimental teaching and evaluation. Feedback, Production of CD-Rom. Teaching guide includes lesson plan, workbook multimedia materials and teaching resources. Especially teaching guide in CD-Rom can be used effectively in the actual teaching. In the classroom, this teaching model accomplished active and interesting participation of teachers and students. It is proposed that practical reasoning teaching model should be applied to other areas of home economics. In addition various teaching materials based on practical reasoning need to developed.

• Proceedings of the Korean Information Science Society Conference
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• 1998.10c
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• pp.75-77
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• 1998

Perhaps one of the most versatile approaches to learning in practical domains lies in case based reasoning. To date, however, most case based reasoning systems have tended to focus on relatively simple domains. The current study involves the development of a decision support system for a complex production process with a limited database. This paper presents a set of critical issues underlying CBR, then explores their consequences for a complex domain. Finally, the performance of the system is examined for resolving various types of quality control problems.

• Journal of Physiology & Pathology in Korean Medicine
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• v.23 no.4
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• pp.745-750
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• 2009

The goal of this study is to examine on reasoning and search for construction of diagnosis ontology as a knowledge base of diagnosis expert system in oriental medicine. Expert system is a field of artificial intelligence. It is a system to acquire information with diverse reasoning methods after putting expert's knowledge in computer systematically. A typical model of expert system consists of knowledge base and reasoning & explanatory structure offering conclusion with the knowledge. To apply ontology as knowledge base to expert system practically, consideration on reasoning and search should be together. Therefore, this study compared and examined reasoning, search with diagnosis process in oriental medicine. Reasoning is divided into Rule-based reasoning and Case-based reasoning. The former is divided into Forward chaining and Backward chaining. Because of characteristics of diagnosis, sometimes Forward chaining or backward chaining are required. Therefore, there are a lot of cases that Hybrid chaining is effective. Case-based reasoning is a method to settle a problem in the present by comparing with the past cases. Therefore, it is suitable to diagnosis fields with abundant cases. Search is sorted into Breadth-first search, Depth-first search and Best-first search, which have respectively merits and demerits. To construct diagnosis ontology to be applied to practical expert system, reasoning and search to reflect diagnosis process and characteristics should be considered.

• Proceedings of the Korean Geotechical Society Conference
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• 1999.10a
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• pp.177-184
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• 1999

In general tile evaluation process of rock slope stability is an ambiguous system which is made up of ideas subjected to practical experience of an expert. This paper aims to propose more effective methods that helps engineers to evaluate the stability of rock slope by using RMR(Rock Mass Rating for the Geomechanics Classification) and Stereo-graphic Projection and Fuzzy Approximate Reasoning Concept. the result of this paper is that a rational evaluation of rock slope stability and countermeasures can be achieved thorough RMR. and Stereo-graphic Projection and Fuzzy Approximate Reasoning Concept.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2001.01a
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• pp.230-236
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• 2001

In this paper, we explored the possibilities of embedding Qualitative Reasoning techniques, the Qualitative Process Theory (QPT), and its implementation in the field of inorganic chemistry. The target field of implementation is Qualitative Chemical Analysis and Laboratory Simulation. By embedding such technique in this education software we aim to combine theory and practice into a single package. The system, are able to generate reasoning and explanation based on chemical theories, helping student in mastering basic chemistry knowledge and practical skill as well. We also review the suitability of embedding QPT techniques into chemistry in general, by comparing some examples from both fields.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.256-265
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• 1999

The purpose of this study is to investigate the relationship between cognitive levels and achievement of science process skills. A science laboratory process skills test based on optional instrument of the SISS was administered to a sample of 162 students in the 8th grade. Practical assessment tasks consisted of the contents about acid, base, density, and a property of cobalt chloride. The format of this practical test was the station type that students had to conduct a short activity. Science process skills included three sub-skills which were categorized as designing, performing, and reasoning. As cognitive levels develop from concrete operational stage to transition stage and formal operational stage. total scores of science process skills and mean scores of sub-skills were significantly increased. Regardless of cognitive levels. all students were more successful on performing than designing or reasoning. In case of being controlled cognitive levels, gender differences and area differences were not detected in achievement of science process skills. According to these results. there was a strong relationship between cognitive levels and achievement of science process skills by practical assessment. This study implies that considering student's cognitive levels is very important for improving science process skills.

• The Mathematical Education
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• v.55 no.3
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• pp.251-279
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• 2016

There are many studies on 'how' students solve mathematical problems, but few of them sufficiently explained 'why' they have to solve the problems in their own different ways. As quantitative reasoning is the basis for algebraic reasoning, to scrutinize a student's way of dealing with quantities in a problem situation is critical for understanding why the student has to solve it in such a way. From our teaching experiments with two ninth-grade students, we found that emergences of a certain level of covariational reasoning were highly consistent across different types of problems within each participating student. They conceived the given problem situations at different levels of covariation and constructed their own quantity-structures. It led them to solve the problems with the resources accessible to their structures only, and never reconciled with the other's solving strategies even after having reflection and discussion on their solutions. It indicates that their own structure of quantities constrained the whole process of problem solving and they could not discard the structures. Based on the results, we argue that teachers, in order to provide practical supports for students' problem solving, need to focus on the students' way of covariational reasoning of problem situations.