Dissertações em Educação em Ciências e Matemáticas (Mestrado) - PPGECM/IEMCI
URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2293
O Mestrado Acadêmico iniciou-se em Maio de 2002 pertence ao Programa de Pós-Graduação em Educação e Ciências e Matemáticas (PPGECM) do Instituto de Educação Matemática e Ciêntífica (IEMCI) da Universidade Federal do Pará (UFPA).
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Navegando Dissertações em Educação em Ciências e Matemáticas (Mestrado) - PPGECM/IEMCI por Orientadores "ALVES, Danilo Teixeira"
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Item Acesso aberto (Open Access) Análise de metodologia baseada no sistema personalizado de instrução num curso introdutório de eletromagnetismo(Universidade Federal do Pará, 2009-02-18) SOUZA, Sandro Aléssio Vidal de; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793Despite being essential for apprenticeship, the stimulus to the student’s active posture (versus the listener’s one), the respect to the individual learning pace, the formative evaluations and the supply of systematic feedback to the student are frequently outside the classrooms in schools and colleges. A strategy to bring such characteristics to the classrooms is through individualized teaching. One of the individualized teaching procedures most documented and applied is Fred S. Keller’s Personalized System of Instruction (PSI). Intensively used in the 70‟s, thousands of articles were published about PSI, giving vast empirical evidence about its results, which, in general, is superior to other forms of teaching. In spite of that, the application of this method began to decline in the 80‟s. Among the reasons for that, it’s possible to highlight the amount of initial efforts that were necessary to build a course based on the PSI, the possible resistance from teachers and educators due to the change in the teacher’s role from knowledge transmitter to advisor and the necessary logistics to provide a systematic feedback to students. It’s also worth to emphasize that, independently from which factors contributed to the decline in the usage of PSI, its efficiency is unquestionable. At the present work, an individualized teaching methodology based on the PSI was analyzed and experimented in an introductory course of electromagnetism for Physics students at the third college semester at the Federal University of Pará (Brazil). This methodology employed some of the characteristics of the PSI, respecting the features of the subject like the presence of long calculations and absence of tutors. There was evidence that, despite the introduced modifications, the application of the methodology may bring many of the positive results obtained with the application of the PSI.Item Acesso aberto (Open Access) Educação matemática através de interfaces computacionais: o papel de componentes interativos na postura exploratória e na aprendizagem(Universidade Federal do Pará, 2008-12-10) PEREIRA FILHO, Silvio Carlos Ferreira; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793In this work, we investigate the role of interactive components frequently used at educational computer-interfaces design at the exploratory posture and learning mathematics concepts. We selected two components in this research: combo box and text field. From educational perspective these components have distinct role: the former guides the student's choices in exploratory process, the second don’t offer any guidance. In order to compare the role of these components, we have built two interactive interfaces, used by students to explore the graphical behavior of the linear function. Both interfaces are identical except for the components (combo box and field text). The exploratory posture and performance on knowledge test were assessed through data collected by the own interfaces. The exploratory posture was assessed through amount and exploration type with interactive component, this collect was a unique feature of this research allowing us to observe student’s behavior while interactive process instead of before and after interaction. Due the limitation of the tool used to collect data in this research, learning was measured by comparison of performance on knowledge tests applied before and after student’s uses of interactive components. In this context we noticed significant differences at the exploratory posture and development among students in two groups, each one using one kind of interactive component.