Chung Yuan Christian University

About: Chung Yuan Christian University is a education organization based out in Taoyuan City, Taiwan. It is known for research contribution in the topics: Membrane & Fuzzy logic. The organization has 9819 authors who have published 11623 publications receiving 213139 citations. The organization is also known as: Tiong-gôan-tāi-ha̍k & CYCU.

A supervisory fuzzy neural network control system for tracking periodic inputs

Abstract: A supervisory fuzzy neural network (FNN) control system is designed to track periodic reference inputs in this study. The control system is composed of a permanent magnet (PM) synchronous servo motor drive with a supervisory FNN position controller. The supervisory FNN controller comprises a supervisory controller, which is designed to stabilize the system states around a defined bound region and an FNN sliding-mode controller, which combines the advantages of the sliding-mode control with robust characteristics and the FNN with online learning ability. The theoretical and stability analyses of the supervisory FNN controller are discussed in detail. Simulation and experimental results show that the proposed control system is robust with regard to plant parameter variations and external load disturbance. Moreover, the advantages of the proposed control system are indicated in comparison with the sliding-mode control system.

Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards

Abstract: There has been an increasing tendency to enhance teachers' ability to apply educational technology. Few researchers have investigated with the relationships between the use of interactive whiteboards (IWBs) and the impact on the technological pedagogical and content knowledge (TPACK) of teachers. The purposes of the study were to examine Taiwanese elementary mathematics and science teachers' TPACK with respect to current use of IWBs. Associations between in-service teachers' TPACK and other factors were also examined. The IWB-based TPACK questionnaire was developed and validated in an elementary school context. The results indicated that there were significant differences in the TPACK of elementary teachers who used IWBs compared to teachers who did not use IWBs. Furthermore, elementary science teachers demonstrated significantly higher TPACK than elementary mathematics teachers. No significant difference was found in teachers' TPACK according to gender. The results also showed that teachers' TPACK differed significantly on the basis of teachers' varying amounts of teaching experience. Teachers who had more years of teaching experience demonstrated significantly higher TPACK than did teachers who had fewer years of teaching experience. The research implications of this study are provided along with suggestions.