• Journal of Science Education
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• v.40 no.1
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• pp.1-16
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• 2016

The purpose of this study is to explore the variables of knowledge, acceptance of theory of evolution and epistemology that could be keys for teaching and learning the theory of evolution within school contexts, and to suggest instructional tips for teaching evolution in relation to the grade levels of education. This cross-sectional study examined the grade level differences (8th, 11th, and preservice teachers) of four variables: evolutionary knowledge; acceptance of theory of evolution; and both domain-specific epistemology (nature of science in relation to evolution) and context-specific epistemology (scientific epistemological views) and their relationships. This study, then, built conceptual models of each grade level students' acceptance of theory of evolution among the factors of evolutionary knowledge and epistemology (both domain-specific and context-specific). The results showed that the scores of evolutionary knowledge, evolution in relation to NOS, and scientific epistemology increased as the grade levels of education go up(p<.05) except the scores of acceptance of theory of evolution(p>.05). In addition, the 8th graders' and the 11th graders' acceptance of evolutionary theory was most explained by 'evolution in relation to NOS', while the preservice teachers' acceptance of evolutionary theory was most explained by evolutionary knowledge. Interestingly, 'scientific epistemological views' were only included for the 8th graders, while evolutionary knowledge and 'evolution in relation to NOS' (context-specific epistemology) were included in explaining all the level of students' acceptance of evolutionary theory. This study implicated that when teaching and learning of the theory of evolution in school contexts, knowledge, acceptance of evolutionary theory and epistemology could be considered appropriately for the different grade levels of students.

• Korean Journal of Cognitive Science
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• v.28 no.3
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• pp.173-191
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• 2017

The theories of cultural evolution hold subtly or clearly different stances about definition of culture, pattern of cultural evolution, biases that affect cultural evolution, and relationship between culture and organism. However, the cultural evolution theories have a common problem to solve: As the evolutionary theory of life tries to explain the early steps and the origin of life, the cultural evolution theories also must explain the early steps of the cultural evolution and the role of the human capability that makes cultural evolution possible. Therefore, explanations of the human's unique traits including the cultural ability are related to determine which one is the most plausible among many cultural evolution theories. Theories that tried to explain human uniqueness commonly depict the coevolution of gene (organism) and culture. We will explicitly call the niche construction theory and the dual inheritance theory the 'gene-culture co-evolutionary theory'. In these theories, the most important concept is the 'concept of positive feedback'. In this paper, we distinguish between core positive feedback and marginal positive feedback, according to whether the trait that the concept of positive feedback explains is the trait of human uniqueness. Both types of positive feedback effectively explain the generality of human uniqueness and the diversity of human traits driven by cultural groups. However, this positive feedback requires an end, in contrast to negative feedback which can be continued in order to maintain homeostasis. We argue that the co-evolutionary process in the gene-culture co-evolutionary theories include only the positive feedback, not covering the cultural evolution after the positive feedback. This thesis strives to define the coevolution concept more comprehensively by suggesting the potential relationships between gene and culture after the positive feedback.

• Journal of Plant Biology
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• v.39 no.3
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• pp.209-214
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• 1996

Cytological characters of ten taxa of the genus Lycoris were investigated to illustrate their chromosomal evolution. The fusion theory was more appropriate than the fission theory. From the viewpoint of the fusion theory L. sanguinea group, diploids with R-shaped chromosomes was the most primitive and they might have diverged into two directions, the diploids with V＋R shaped chromosomes and the triped with V＋R shaped chromosomes via triploids with only R-shaped chromosomes.

• Journal of Biosystems Engineering
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• v.25 no.2
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• pp.123-130
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• 2000

A forcasting scheme for daily solar irradiance on agricultural field sis proposed by application of chaos theory to a long term observation data. It was conducted by reconstruction of phase space, attractor analysis, and Lyapunov analysis. Using the methodology , it was determined whether evolution of the five climatic data such as daily air temperature , water temperature , relative humidity, solar radiation, and wind speed are chaotic or not. The climatic data were collected for three years by an automated weather station at Hwasung-gun, Kyonggi-province. The results showed that the evolution of solar radiation was chaotic , and could be predicted. The prediction of the evolution of the solar radiation data was executed by using ' local optimal linear reconstruction ' algorithm . The RMS value of the predicting for the solar radiation evolution was 4.32 MJ/$m^2$ day. Therefore, it was feasible to predict the daily solar radiation based on the chaos theory.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.15 no.4
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• pp.253-265
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• 2011

In this paper, we study the existence of mild solutions for double perturbed impulsive neutral functional evolution equations with infinite delay in Banach spaces. The existence of mild solutions to such equations is obtained by using the theory of the Hausdorff measure of noncompactness and Darbo fixed point theorem, without the compactness assumption on associated evolution system. An example is provided to illustrate the theory.

• 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.

• Communications of the Korean Mathematical Society
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• v.38 no.4
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• pp.1153-1162
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• 2023

In this paper, for the bounded solution of the non-densely defined non-autonomous evolution equation, we present the condition for asymptotic periodicity by using the circular spectral theory of functions on the half line and the extrapolation theory of non-densely defined evolution equation.

• Bulletin of the Korean Mathematical Society
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• v.57 no.3
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• pp.661-676
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• 2020

To understand the interaction of a fluid and a rigid body, we use the concept of B-evolution. Then in a similar way to the usual Navier-Stokes system, we obtain a Helmholtz type decomposition. Using B-evolution theory and the decomposition, we work on the semigroup to analyze the linear part of the system.

• Publications of The Korean Astronomical Society
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• v.8 no.1
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• pp.179-183
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• 1993

We analyze the evolution of active galactic nuclei for the decreasing accretion rate case. Our analysis is based on the unified theory of active galactic nuclei which entirely depends on the accretion rates of the central supermassive black holes. Our discussion leads us to conclude that active galactic nuclei may evolve from QSOs into the nuclei of Seyfert or radio galaxies.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.15 no.3
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• pp.177-190
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• 2011

According to fractional calculus theory and Banach's fixed point theorem, we establish the sufficient conditions for the controllability of impulsive fractional evolution integrodifferential equations in Banach spaces. An example is provided to illustrate the theory.