Technical Report · January 007 citations reads 320,648 author: Some of the authors of this publication are also working on these related projects

3.4.3 Sequencing of contents. 
 
 
The sequencing of contents depends on the role that the conceptualization and the 
interpretation of the experience and the pyschodidactic theories play when involving different 
sequencing patterns. Del Carmen (1996) presents different criteria for the sequencing of 
contents: 
1.
 
Sequencing criteria derived from the evolutive theories. 
Thanks to these theories, it is 
possible to describe and interpret the steps and rules of human development which 
provides useful criteria in order to adapt the capacities of students to whom these theories 
are addressed. According to Piaget’s stage theories, four levels must be differentiated: 
sensorimotor stage
(0-18 months), 
preoperational stage
(18 months- 7 years), 
concrete 
operations
(7-12 years) and 
formal operations
(12 years to advanced). These levels or 
stages can help to determine, upon a wide approach, the moment from which students 
have the intellectual capacity of beginning their learning process. These levels or stages 
are also useful in order to choose and establish the sequence of contents that are going to 
be taught. However, current research has shown that in the resolution of school tasks, it 
not only determines the logic sequence, but also the previous knowledge which students 
count on.
 
2.
 
Sequencing criteria derived from the analysis of tasks. 
These theories are built upon 
the analysis of the skills and the components of action and/or the components of the 
cognitive processes involved that students must master at the end of their learning period. 
At an early stage, these theories had a remarkable behaviorism dimension: the initial task 

---

19 
is divided into more and simpler achievement goals giving way to learning 
prioritizations. According to Gagné and Briggs, the student must start with the inferior 
required skills in order to progress to the different prioritization levels. However, the 
cognitive paradigm has an influence in this process and the information procedural 
approach has allowed us to consider other task analysis pattern.