• The Bulletin of The Korean Astronomical Society
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• v.41 no.1
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• pp.32.2-32.2
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• 2016

The globular cluster (GC) systems in most elliptical galaxies show bimodal color distributions. This phenomenon has been generally regarded as a bimodal metallicity distribution, indicating the presence of two sub-populations in a GC system. However, since a new explanation on the bimodality was introduced where the nonlinear metallicity-to-color conversion can cause bimodal color distributions, the origin of this phenomenon has been under hot debate. In this presentation, we briefly review the ten-year debate on the origin of GC color bimodality, and present our recent pieces of evidence on the nonlinear nature of GC color-metallicity relations.

• Animal Systematics, Evolution and Diversity
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• v.22 no.2
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• pp.121-125
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• 2006

Ergasilus zacconis (Yamaguti, 1936), the copepod parasite originally named as Pseudergasilus zaconnis, is redescribed based on the specimens newly collected from the freshwater fish Zacco platypus (Temminck and Schlegel) from Japan. Some errors appearing in the original description are emended. An explanation for the generic position of this species is given.

• The Bulletin of The Korean Astronomical Society
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• v.43 no.1
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• pp.31.1-31.1
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• 2018

While astronomers are working hard to detect the earliest galaxies and to follow their evolution to redshift z~0, they remain baffled by the present-day dichotomy between disky, star forming (aka late-type) galaxies and quiescent, spheroidal (aka early-type) galaxies. The key is to find galaxies in transition from one class to the other, whose spectra indicate intense recent star formation that has now ended. We have identified thousands of such "post-starburst galaxies" and discovered that they are often the products of late-type galaxy-galaxy mergers. Their current kinematics, stellar populations, and morphologies are consistent with late- to early-type galaxy evolution. I will discuss recent work that suggests new connections between this violent history and the central supermassive black hole. In particular, the molecular gas reservoir of a post-starburst galaxy declines rapidly after the starburst ends and in a manner consistent with feedback from an active nucleus. Furthermore, a star is ~300x more likely to be tidally disrupted by the nucleus of a post-starburst galaxy than in other galaxies. Like the well-known black hole-bulge mass correlation, these surprising links between the properties of a galaxy on kpc scales and its supermassive black hole on pc scales require explanation.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.691-707
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• 2015

This study aims to develop biology teachers' education program based on argumentation activity about core concepts of evolution and to analyze the characteristics of core concepts of evolution learned during the program. The eight core concepts of evolution in this study were variation, heritability of variation, competition, natural selection, adaptation, differential reproductive rate of individuals, changes in genetic pool within a population, and macroevolution. The performances of teachers participating in the program were compared before and after argumentation activities; consisting of seven sessions on the eight core concepts of evolution. The process of the program was specially designed by learning cycle model for teacher education, consisting of seven phases: identification of the task, production of a tentative argument, small group's written argument, share arguments with the other groups, reflective discussion, final written argument, and organization by an instructor. Participants in the study were two pre-service biology teachers and four in-service biology teachers. The results suggest that biology teachers reduced the teleological explanation for biological evolution and improve its adequacy after the intervention. Teachers lacked the opportunity to discuss variation, heritability of variation, competition, and macroevolution because science textbooks lack information on the concepts of biological evolution. The results of this study suggest that because the argumentation program developed for teachers helps to improve understanding the concepts of evolution and to reduce inadequate conceptions in biology, teacher education programs using argumentation activity and eight core concepts of evolution will play a role for efficient evolution education for biology teachers.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.509-517
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• 2016

Previous studies have investigated the similarity between the development of evolutionary explanations and students' conceptual developments on evolution. However, the validity and reliability of the assessment method reflecting the similarity have not been quantitatively examined yet. In addition, no study has examined the conceptual progressions of evolution concept based on contexts although literature has addressed the contextual difference of evolutionary explanation in the history of science. This study examined the validity and reliability of history-of-science-based evolution concept assessment using ordered multiple choice (OMC) methods and Rasch analysis and explored conceptual progression by three contexts (e.g., human, animal, and plant). The evolution concept assessment developed by Ha (2007) was used to examine 1711 elementary, middle, and high school students, and pre- and in-service science teachers' (biology majors and non-majors) evolution concepts. Internal consistency reliability and item response fitness of the OMC method that provide 0- to 4-point scores to creationism, teleology, intentionality, use/disuse, and natural selection respectively met the benchmark based on the Cronbach alpha and MNSQ indices of Rasch analysis. The level of elementary and middle school students' evolution concepts were located between intentionality and use/disuse while the level of high school and non-biology science teachers' evolution concepts were located between use/disuse and natural selection. The conceptual progressions of evolution concepts were differentiated according to three contexts. This study provided the quantitative evidence for the similarity between the development of evolutionary explanations and students' conceptual developments on evolution and suggest new analysis methods (i.e., OMC) of evolution concept assessment.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.470-483
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• 2003

This study analyzed the evolutionary content in 13 textbooks developed from the first to the 6th high school biology curriculum, The content analysis of textbooks, which were delineated nine component, was performed on the 80 evolutionary categories, According to the result, the proportion of the total evolutionary content in textbook increased from the textbooks developed by the Ist curriculum to the textbooks developed by the 6th curriculum, but the proportion of 'main narrative' in total evolutionary content was gradually decreased. It also showed that biology curriculum and points of view of textbook writers influenced on the proportion of evolutionary contents. On the whole, the topics of analysed textbooks exhibit insufficient diversity, Any categories- 'group selection', 'gene selection', 'gaps in fossil record', 'co-evolution', 'punctuated equilibrium', 'mosaic evolution', 'place of labor in human evolution', 'human race differentiation', 'criticism of "ontogeny recapitulates phylogeny", and 'human activities affecting evolution' - were not treated and others - 'theory of neutralism', 'theories of major episodes(excepting extinctions) found in the geologic time scale', 'sympatric speciation', 'clinal and area-effect speciation', 'polyploidy and evolution', 'gradualism' and 'evolution and origin of mammals' - were treated very lightly, the most emphasized topic was 'phylogeny in general' and 'formation of precells', 'miscellaneous' in the order of emphasis. 'Theory of natural selection' was lightly treated as just one of evolutionary theory though it should be emphasized as major theme of evolution. Also, the law of recapitulation, of which biologists doubt the validity, was discussed as an evidence of evolution in some textbooks. And the agents of genetic equilibrium disruption like genetic drift and migration were treated as of little importance. On the basis of above result, it was suggested that the textbook writers introduced the more meaningful evolutionary topics focused the theory of natural selection in explanation of evolution and evolution theory.

• Journal of The Korean Association For Science Education
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• v.27 no.6
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• pp.465-476
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• 2007

Whether and when naturalistic or supernaturalistic explanations of the origins of sun and earth, humans, life and species change with development was explored in a questionnaire and interviews with 32 first graders and 32 second graders, and in a questionnaire with 34 third graders, 32 sixth graders and 38 eighth graders. Participants were also asked about factors affecting their explanations in the questionnaires. Even the first and second graders could consistently provide supernaturalistic or naturalistic explanations on both the origins of sun and earth, and of humans. There was an age-related developmental shift from supernaturalistic to naturalistic explanation. As for origins of species, most of the first and second graders held the spontaneous generationist explanation, and after the third grade their views divided into evolutionist and creationist explanations. Students' explanations of species origins were established by the sixth grade through a transitional stage in the third grade. At the first and second grade levels, books and the children's own reasoning mainly influenced the views of origins, whereas parents and school were not perceived as being important. For the third graders and higher-grade levels, several factors, including parents and religion, were perceived as being important. These results show that explanations of origins start to develop earlier than or during the first grade, and are established by the sixth grade; moreover, the formation of these views is affected by several factors in addition to development.

• Publications of The Korean Astronomical Society
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• v.30 no.2
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• pp.267-268
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• 2015

One of the long-standing problems in modern astronomy is the curious division of globular clusters (GCs) into two groups, according to the mean period (<$P_{ab}$>) of type ab RR Lyrae variables. In light of the recent discovery of multiple populations in GCs, we suggest a new model explaining the origin of the Sandage period-shift and the difference in mean period of type ab RR Lyrae variables between the two Oosterhoff groups. In our models, the instability strip in the metal-poor group II clusters, such as M15, is populated by second generation stars (G2) with enhanced helium and CNO abundances, while the RR Lyraes in the relatively metal-rich group I clusters like M3 are mostly produced by first generation stars (G1) without these enhancements. This population shift within the instability strip with metallicity can create the observed period-shift between the two groups, since both helium and CNO abundances play a role in increasing the period of RR Lyrae variables. The presence of more metal-rich clusters having Oosterhoff-intermediate characteristics, such as NGC 1851, as well as of most metal-rich clusters having RR Lyraes with the longest periods (group III) can also be reproduced, as more helium-rich third and later generations of stars (G3) penetrate into the instability strip with further increase in metallicity. Therefore, although there are systems where the suggested population shift cannot be a viable explanation, for the most general cases, our models predict that RR Lyraes are produced mostly by G1, G2, and G3, respectively, for the Oosterhoff groups I, II, and III.

• The Bulletin of The Korean Astronomical Society
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• v.39 no.2
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• pp.67.2-67.2
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• 2014

The presence of multiple populations is now well-established in most globular clusters in the Milky Way. In light of this progress, here we suggest a new model explaining the origin of the Sandage period-shift and the difference in mean period of type ab RR Lyrae variables between the two Oosterhoff groups. In our models, the instability strip in the metal-poor group II clusters, such as M15, is populated by second generation stars (G2) with enhanced helium and CNO abundances, while the RR Lyraes in the relatively metal-rich group I clusters like M3 are mostly produced by first generation stars (G1) without these enhancements. This population shift within the instability strip with metallicity can create the observed period-shift between the two groups, since both helium and CNO abundances play a role in increasing the period of RR Lyrae variables. The presence of more metal-rich clusters having Oosterhoff-intermediate characteristics, such as NGC 1851, as well as of most metal-rich clusters having RR Lyraes with longest periods (group III) can also be reproduced, as more helium-rich third and later generations of stars (G3) penetrate into the instability strip with further increase in metallicity. Therefore, although there are systems where the suggested population shift cannot be a viable explanation, for the most general cases, our models predict that the RR Lyraes are produced mostly by G1, G2, and G3, respectively, for the Oosterhoff groups I, II, and III.

• Journal of Astronomy and Space Sciences
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• v.31 no.2
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• pp.121-130
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• 2014

Essential ideas, successes, and difficulties of Areal Density Analysis (ADA) for color-magnitude diagrams (CMD's) of resolved stellar populations are examined, with explanation of various algorithms and strategies for optimal performance. A CMD-generation program computes theoretical datasets with simulated observational error and a solution program inverts the problem by the method of Differential Corrections (DC) so as to compute parameter values from observed magnitudes and colors, with standard error estimates and correlation coefficients. ADA promises not only impersonal results, but also significant saving of labor, especially where a given dataset is analyzed with several evolution models. Observational errors and multiple star systems, along with various single star characteristics and phenomena, are modeled directly via the Functional Statistics Algorithm (FSA). Unlike Monte Carlo, FSA is not dependent on a random number generator. Discussions include difficulties and overall requirements, such as need for fast evolutionary computation and realization of goals within machine memory limits. Degradation of results due to influence of pixelization on derivatives, Initial Mass Function (IMF) quantization, IMF steepness, low Areal Densities ($\mathcal{A}$), and large variation in $\mathcal{A}$ are reduced or eliminated through a variety of schemes that are explained sufficiently for general application. The Levenberg-Marquardt and MMS algorithms for improvement of solution convergence are contained within the DC program. An example of convergence, which typically is very good, is shown in tabular form. A number of theoretical and practical solution issues are discussed, as are prospects for further development.