Navegando por Orientadores "ALVES, Danilo Teixeira"

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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/6642002445572793
Despite 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.
Acesso aberto (Open Access)
Ciência animada: introdução ao estudo da óptica
(Universidade Federal do Pará, 2021-08-23) COSTA, Daniel Marques da Silva; PEREIRA FILHO, Silvio Carlos Ferreira; http://lattes.cnpq.br/9987897593457877; https://orcid.org/ 0000-0002-5696-260X; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793
The use of instructional materials in education, when based on scientific principles of functioning of human cognition, can improve learning. The Cognitive Theory of Multimedia Learning (CTML) is evidence-based and aims to develop principles to guide the development of more efficient instructional materials. This study shows the process of creating educational animations and a textbook, which were prepared based on the principles of CTML, and comprise the educational product Animated Science: an introduction to the study of Optics. Both address the topic of Introduction to Optics, and are aimed at Elementary and High School Science students who do not have expertise in the subject. It is expected that the materials provide a better understanding of the topic addressed to students beginning the study of Physics.
Acesso aberto (Open Access)
Criação de fótons no efeito Casimir dinâmico em cavidade oscilante com condições de Neumann e Dirichlet
(Universidade Federal do Pará, 2005-03) GRANHEN, Edney Ramos; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793
We consider a massless scalar field in a two-dimensional space-time inside an oscillating cavity with mixed boundary conditions. In order to discuss particle creation phenomenum, we consider the situation of parametric resonance in which the oscillating frequency is twice the frequency of the first mode of the static cavity. For convenience, we suppose that one of the boundaries is at rest and imposes Neumann condition to the field, whereas the other is in non-relativistic motion and imposes a Dirichlet condition on the field. Following the procedure developed by Dodonov and Klimov (Phys. Rev. A, 56, 2664 (1996)), we compute the number of created particles, the generation rate and the energy in the cavity. We compare our results with those found in the literature for the Dirichlet-Dirichlet case.
Acesso aberto (Open Access)
Densidade de energia e força de radiação sobre fronteiras em movimento num espaço-tempo bidimensional
(Universidade Federal do Pará, 2009-03) REGO, Andreson Luis Carvalho; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793
In the present work, we investigate the energy density and the quantum radiation reaction force on one moving boundary which imposes on a massless scalar field a Dirichlet or a Neumann boundary condition. Though we assume a particular motion for the boundary, introduced by Walker and Davies many years ago (J. Phys. A, 15 L477, 1982), we consider new possibilities for the initial field state, namely, thermal state and coherent state. We also investigate the problem of a cavity with one of the boundaries in the particular motion proposed by Walker and Davies, taking into account the vacuum, thermal and coherent initial field states. Finnaly we investigate the case of a non-static boundary which imposes the Robin boundary condition to the field.
Acesso aberto (Open Access)
Densidade de energia e força de radiação sobre fronteiras em movimento para estados arbitrários do campo: aplicação ao estado coerente
(Universidade Federal do Pará, 2008-08-29) LIMA, Mateus Gomes; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793
In this work we consider a real massless scalar field in a two-dimensional spacetime, satisfying Dirichlet or Neumann boundary condition at the instantaneous position of a moving boundary. For a relativistic law of motion, we show that Dirichlet and Neumann boundary conditions yield the same radiation force on a moving mirror when the initial field state is invariant under time translations. We obtain the exact formulas for the energy density of the field and the radiation force on the boundary for vacuum, coherent and squeezed state. In the nonrelativistic limit, our results coincide with those found in the literature. We also investigate the field inside an oscillating cavity. Considering Neumann and Dirichlet boundary conditions, we write the exact formula for the energy density inside a non-static cavity for an arbitrary initial field state. Taking as basis the Moore equation, we calculate recursively the energy density and investigate its time evolution for the coherent state.
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/6642002445572793
In 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.
Acesso aberto (Open Access)
Fenômeno de interferência na densidade de energia em cavidades com duas fronteiras oscilantes
(Universidade Federal do Pará, 2009) PIRES, Wagner Pinheiro; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793
We consider a real massless scalar field inside a cavity with two moving mirrors in a two-dimensional spacetime, satisfying Dirichlet boundary condition at the instantaneous position of the boundaries, for arbitrary and relativistic laws of motion. Considering vacuum as the initial field state, we show that the exact value of the the energy density in the cavity can be obtained by tracing back a sequence of null lines, connecting the value of the energy density at the given spacetime point to a certain known value of the energy density at a point in the region where the initial field modes are not affected by the boundaries motion. We obtain formulas for the energy density of the field and the quantum force acting on the boundaries. We also show that for a large class of movements, including resonant cases found in the literature, the exact method proposed here enable us to find analytical solutions written as series in the parameter that controls the amplitudes of the movements. Using these analytical solutions, we investigate the interference phenomena in the energy density and total energy stored in the cavity.
Acesso aberto (Open Access)
Investigando aspectos do mastery learning e da capacidade da memória visual para objetos dinâmicos
(Universidade Federal do Pará, 2014-12-22) PEREIRA FILHO, Silvio Carlos Ferreira; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793
Acesso aberto (Open Access)
Investigando o efeito do deslocamento do olhar: implicações para o princípio da atenção dividida
(Universidade Federal do Pará, 2015-06-30) SOUZA, Nelson Pinheiro Coelho de; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793
Pearson and Sahraie (2003) have demonstrated that gaze motion interferes with the retention of spatial information in Working Memory. Postle et al. (2006) showed, moreover, that gaze motion affects more the retention of spatial information than the retention of visual information. Although these authors have shown a cause and effect relationship between gaze displacement and the retention of spatial information, they did not made an experiment to verify how this retention is affected when the amplitude of the gaze displacement is doubled and tripled (ΔӨ, 2ΔӨ, 3ΔӨ). In addition, they did not investigate whether the interference caused by gaze motion on the retention of spatial information would also occur for those small gaze displacements produced by the saccades made when studying instructional materials. In fact, the saccades that Pearson and Sahraie (2003) and Postle et al. (2006) used had an amplitude several times larger than the amplitudes of saccades typically made when studying instructional materials. Just like in Sahraie and Pearson (2003), we also used in our experiment the performance in the Corsi Blocks Test as a measure of the retention in Spatial Working Memory. However, our experiment differed from the experiment of Sahraie and Pearson (2003) in two aspects. Firstly, in our experiment we used saccades with amplitudes within the range of the amplitudes utilized in the study of instructional materials. Secondly in our experiments the presentations of the blocks were intercalated with saccades, in order to simulate saccades that are intercalated between one source and another when one studies instructional materials, allowing thus the investigation of the impact of these saccades on the retention of spatial information. Our experiments confirmed our hypothesis that saccades with amplitudes similar, as those practiced in the study of instructional material are able to affect the retention of spatial information in working memory. There was also a partial confirmation of our second hypothesis that a gradual increase in the amplitude of a saccades would result in gradual decay on the retention of spatial information. As a result, we obtained a partial confirmation as the retention of Spatial Information only declined when the amplitude of the saccades increased from 0° to 36o and from 36 o to 54o. When the amplitude of the saccades increased from 36o to 54o, no decrease in the level of retention was observed. An important result was the finding that whenever saccades were intercalated in the blocks presentations in the tests, regardless the saccade amplitude was 18o, 36 o, or 54o, always the retention levels in tests with saccades was inferior to the retention level in tests without saccades. It is also discussed the new perspectives that the experimental confirmation of our hypotheses bring for the improvement of the Split Attention Principle and to the explanation of what causes the Split Attention Effect in instructional materials with spatial content. We predict that if the results we obtained in our experiments can be generalized to instructional materials with spatial content, this will allow the effect of gaze shift to be considered one of the causal factors of the Split Attention Effect for instructional materials with space content. Finally, we report that John Sweller, the discoverer of the Split Attention Effect, agreed to participate in a joint research in this new line of research.
Acesso aberto (Open Access)
A Teoria cognitiva da aprendizagem multimídia e o desenvolvimento de atividades de alfabetização matemática
(Universidade Federal do Pará, 2018-08-22) BRAGA, Aline Nascimento; PEREIRA FILHO, Silvio Carlos Ferreira; http://lattes.cnpq.br/9987897593457877; https://orcid.org/0000-0002-5696-260X; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793
The present work aims to discuss the use of auditory and visual channels in the context of the elaboration of didactic activities and materials - especially activities for the classroom - aimed at literacy and numbering. Based on this discussion, we developed a book (attached to the present work) aimed at teachers, with pedagogical guidelines on the use of visual and auditory channels in mathematical literacy activities. The book is based on the Cognitive Theory of Multimedia Learning, which indicates principles for improving learning through efficient exploration of the auditory and visual channels.