Browsing by Author "Lee, Chun-Yi"

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Developing a questionnaire on technology-integrated mathematics instruction: A case study of the AMA training course in Xinjiang and Taiwan
(2016-11)
Lee, Chun-Yi
;
Chen, Ming-Jang
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通識教育中心
;
Center of General Education
This study describes the development of a questionnaire to evaluate how teachers perceive technology-integrated math instruction. Following an AMA (Activate Mind Attention) training course, we surveyed 322 teachers to understand their views on the implantation of AMA in the classroom. We also analyzed differences in viewpoints between teachers from Xinjiang and those from Taiwan. This questionnaire could be used in other studies on technology-integrated training for math teachers and also provide a basis for improving AMA design workshops, thereby enhancing the ability of teachers to implement AMA effectively.
Effects of Polya Questioning Instruction for Geometry Reasoning in Junior High School
(2015-12-01)
Lee, Chun-Yi
;
Chen, Ming-Jang
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交大名義發表
;
National Chiao Tung University
In teaching geometry, most instructors opt for direct demonstration with detailed explanations; however, under this kind of instruction students face considerable difficulties in the development of the reasoning skills required to deal with problems of a geometric nature. This study adopted a nonequivalent pretest-postest quasi-experimental design employing Polya\'s approach of four-stage problem solving using question prompts in conjunction with multimedia demonstration. Two classes of grade 7 students were randomly selected as the experimental group receiving instruction based on Polya questioning and two others were selected as the control group receiving instruction based on direct presentation. Our results revealed that the posttest performance in geometry reasoning of students receiving instruction based on Polya questioning was superior to that of students receiving direct presentation. In addition, students receiving instruction based on Polya questioning expressed a stronger sense of participation in the course than did students receiving direct presentation.
Effects of the Multiple Solutions and Question Prompts on Generalization and Justification for Non-Routine Mathematical Problem Solving in a Computer Game Context
(2014-04-01)
Lee, Chun-Yi
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Chen, Ming-Jang
;
Chang, Wen-Long
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交大名義發表
;
National Chiao Tung University
The aim of this study is to investigate the effects of solution methods and question prompts on generalization and justification of non-routine problem solving for Grade 9 students. The learning activities are based on the context of the frog jumping game. In addition, related computer tools were used to support generalization and justification of non-routine problem solving. Non-equivalent pretest/posttest quasi experimental design was adopted in this study. The experimental results are summarized as follows: (1) generalization and justification performance of non-routine problem solving for students in the specific prompt group is significantly better than that for students in the general prompt group, and (2) generalization and justification performance of non-routine problem solving for students in the multiple-solution group is significantly better than that for students in the single-solution group. Finally, suggestions were proposed based on the results found in this study, which may serve as useful directions for teachers and future studies.
Effects of Worked Examples Using Manipulatives on Fifth Graders\' Learning Performance and Attitude toward Mathematics
(2015-01-01)
Lee, Chun-Yi
;
Chen, Ming-Jang
;
通識教育中心
;
Center of General Education
The purpose of this study was to investigate the influence of worked examples using virtual manipulatives on the learning performance and attitudes of fifth grade students toward mathematics. The results showed that: (1) the utilization of non-routine examples could promote learning performance of equivalent fractions. (2) Learning with virtual manipulatives was as effective as with physical manipulatives. (3) Virtual manipulatives can increase learning enjoyment compared with physical counterparts. Implications and recommendations are also presented for future research.
Enhancing Understanding through the Use of Structured Representations
(2018-01-01)
Lee, Chun-Yi
;
Lei, Kin Hang
;
Chen, Ming-Jang
;
Tso, Tai-Yih
;
Chen, I-Ping
Mathematical representations are an essential tool in the study of mathematics and problem solving. They are also used in word problems to facilitate the transformation from textual to symbolic information. We proposed a stepwise, blocked, structured state transition graph (STG) based on the principles of instructional message design. In this study, we adopted a posttest-only non-equivalent group design to compare the performance of students who used either STG or matrix-like tables to learn to solve word problems via transition matrices. We also took into account the student's previous learning achievements in mathematics. The participants included four classes of senior students in a vocational high school, with two classes randomly designated as the experiment (STG) group and two designated as the control (Table) group. High-achieving students taught using STG outperformed their counterparts who were taught using matrix-like tables. The performance of low-achieving students appeared to be unaffected by the instructional method. These findings suggest that STG provides a clear representation of the relationships used in matrix calculation, which makes it easier to select and organize information. Nonetheless, alternative methods will be required to improve the performance of low-achieving students.
High performance electric-double-layer amorphous IGZO thin-film transistors gated with hydrated bovine serum albumin protein
(2015-09-01)
Chen, Shih-Han
;
Liu, Hung-Chuan
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Lee, Chun-Yi
;
Gan, Jon-Yiew
;
Zan, Hsiao-Wen
Device performance of amorphous indium gallium zinc oxide (a-IGZO) thin film transistors (TFTs) has been improved greatly by using bovine serum albumin (BSA) as the top gate dielectric. BSA is a natural protein with acidic and basic amino acid residues, which is easily hydrated in air ambient. A typical a-IGZO TFT with hydrated BSA as the top gate dielectric exhibits a field-effect mobility (mu(FE)) value of 113.5 cm(2) V-1 s(-1) in saturation regime and a threshold voltage (V-TH) value of 0.25 V in air ambient. The excellent device performance can be well explained by the formation of electric double layers (EDLs) near the interfaces of a-IGZO/hydrated BSA and hydrated BSA/gate electrode. The reliability issue of a-IGZO TFTs gated with hydrated BSA has been also investigated by using the life time test without encapsulation. The V-TH value increases and mu(FE,sat) value reduces slightly for the a-IGZO TFT and remain stabilized over 60 days. (C) 2015 Elsevier B.V. All rights reserved.
Multimedia Instruction Presented by Integrated Context to Enhance Understanding of Compass-and-Straightedge Construction
(2017-07-01)
Chen, Ming-Jang
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Lee, Chun-Yi
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Lei, Kin Hang
;
Tso, Tai-Yih
;
Lin, Shih-Li
This study examined the effectiveness of an integrated context approach to the instruction of basic compass-and-straightedge construction. The formulation of a perpendicular bisector of a segment was used as a knowledge module to guide students from the pre-attention level to the elaboration level of information processing. The students were expected to select and organize information in their working memory for integration with prior knowledge. The knowledge module was presented in a multimedia environment using a pre-training and rehearsal approach. In immediate and delayed test results, integrated context learning proved significantly more effective than the traditional context in preparing students to deal with retention problems and transfer problems, regardless of the students' prior knowledge. These findings demonstrate the effectiveness of integrated context in the instruction of compass-and-straightedge construction; however, the factors that actually facilitate learning have yet to be fully elucidated.
Polymer-dispersed liquid crystal nanocomposites comprising montmorillonite clay modified by conducting pentamerous oligoaniline
(2012)
Tsai, Tsung-Yen
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Lee, Chun-Yi
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Lee, Chen-Ju
;
Lin, Mu-Yin
;
Lee, Wei
Pentamerous oligoaniline (POA) was protonated with sulfuric acid to form emeraldine salts (ES) and then intercalated in montmorillonite (MMT) CL120 to develop a functional conductive organo-layered material. The characteristics of the modified clay CL120/ES-POA were analyzed by wide-angle X-ray diffraction (WAXD) to find the d-spacing of the MMT layer distance, and by Fourier transform infrared (FTIR) spectroscopy for the oligoaniline functional group in CL120/ES-POA, and high-resolution thermogravimetric analysis (TGA) to determine the theoretical intercalation capacity of the modifying agent in the clay. We successfully intercalated the ES-POA into the MMT by ionic exchange reaction. Polymer-dispersed liquid crystal (PDLC) composites were prepared from the modified clay of 1 wt% loaded in the mixtures of 49 wt% photosensitive monomer and 50 wt% nematic liquid crystal (NLC), in a specific case, so as to generate novel functional nanocomposites. The hybridization of CL120/ES-POA clearly improved the electro-optical properties of the PDLCs. In this work, doping CL120/ES-POA at 1 wt% beneficially lowered the driving voltage by almost 70%, increased the transmission contrast ratio by five times and reduced the response time from 4.6 to 0.7 ms at 25 V-rms at the expense of the viewing-angle properties.
Solution-based silk fibroin dielectric in n-type C-60 organic field-effect transistors: Mobility enhancement by the pentacene interlayer
(2013-12-02)
Tsai, Li-Shiuan
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Hwang, Jenn-Chang
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Lee, Chun-Yi
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Lin, Yi-Ting
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Tsai, Cheng-Lun
A pentacene interlayer of 2 nm thick is inserted between fullerene (C-60) and the solution-based silk fibroin dielectric in C-60 organic field-effect transistors (OFETs). The pentacene interlayer assists to improve crystal quality of the C-60 layer, leading to the increase of field-effect mobility (mu(FE)) from 0.014 to 1 cm(2) V-1 s(-1) in vacuum. The mu(FE) value of the C-60 OFET is further enhanced to 10 cm(2) V-1 s(-1) when the OFET is exposed to air in a relative humidity of 55%. Generation of mobile and immobile charged ions in solution-based silk fibroin in air ambient is proposed. (C) 2013 AIP Publishing LLC.
THE IMPACTS OF VIRTUAL MANIPULATIVES AND PRIOR KNOWLEDGE ON GEOMETRY LEARNING PERFORMANCE IN JUNIOR HIGH SCHOOL
(2014)
Lee, Chun-Yi
;
Chen, Ming-Jang
;
交大名義發表
;
National Chiao Tung University
Previous studies on the effects of virtual and physical manipulatives have failed to consider the impact of prior knowledge on the efficacy of manipulatives. This study focuses on the learning of plane geometry in junior high schools, including the sum of interior angles in polygons, the sum of exterior angles in polygons, and the properties of parallel lines. This study adopted a quasi-experimental design of pre-test and post-tests with nonequivalent groups. The participants comprised four classes in the 8th grade. Students were randomly divided into two groups: the virtual manipulatives group and the physical manipulatives group. Two-way factorial analysis of covariance was adopted to compare the impact of manipulatives (virtual vs. physical) and prior knowledge (high vs. low) on learning outcomes and attitudes toward mathematics. Our results demonstrated that students with high prior knowledge using virtual manipulatives had better posttest performance than did the physical manipulatives group, and reported taking greater enjoyment in mathematics. These students also perceived the importance of mathematics more strongly than those with low prior knowledge. Students with high prior knowledge also presented stronger motivation to study mathematics and freedom from fear of the subject than those with low prior knowledge.