The Use of Didactic Sequence Strategy in Higher Education

Abstract

This article aims to present the results of a systematic raised pedagogical experience in the application of the learning strategy called the didactic sequence (DS) to develop a thematic course unit in the FD-1027 Teaching Literacy course, which is part of the curriculum of the Primary Education School of the University of Costa Rica. The study’s purpose was to improve the learning processes on didactic principles regarding the stages of composition of texts in the school years. The innovation implemented was an action-research which follows the qualitative approach, due to the interest of describing, interpreting and understanding a problem to then reflect upon it and find its appropriate solutions. In this regard, three phases of work were established with the participation of 27 students. According to the results, it can be concluded that the strategy allowed to develop the thematic unity of the stages of composition of writing in a logical way; and also, that it provided students’ application of research skills in textual production, which evidently generates a greater empowerment of educational principles. It is important to note that the implementation of this innovation was part of the curricular activities in the University Teaching course, in the first half of 2012, to enrich the learning process of university professors from different colleges on campus