DIVISION AND CONDENSATION AS A DIDACTIC STRATEGY IN THE UNIVERSITY TEACHING-LEARNING PROCESS
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Keywords

didactics
teaching
learning
training
planning

How to Cite

Feijoo Calle, E. P., & Feijoo Vera, J. C. (2020). DIVISION AND CONDENSATION AS A DIDACTIC STRATEGY IN THE UNIVERSITY TEACHING-LEARNING PROCESS. Universidad Ciencia Y Tecnología, 24(102), 11-16. https://doi.org/10.47460/uct.v24i102.338

Abstract

In the teaching-learning process, didactics is a very effective instrument when, prior to planning, it is used appropriately. Didactics provide continuous improvement in university teaching. This proposal establishes to develop creativity in each of the teachers. The teacher is capable of dividing and / or condensing content, at levels that each of the groups of students will be able to allow or allow them to interact effectively, always respecting the pedagogical threshold which cannot be crossed. This ability to divide and condense content, is the one that many teachers do not develop and continuously apply the traditional master classes or repetitive general processes, in all classes, for all work groups and during their years of teaching, without taking into consideration the heterogeneity of the student groups, the available means, the environment, new technologies, etc. For this reason, this paper presents, based on theoretical foundations, a strategy for content classification, based on global didactics and brief didactics, which provide the elements for the teacher to divide the content and some of them condense them, thus achieving an adequate teaching-learning process.

Keywords: didactics, teaching, learning, training, planning.

References

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https://doi.org/10.47460/uct.v24i102.338
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