El Conocimiento Didáctico del Contenido en ciencias: estado de la cuestión

This paper gives a descriptive overview of the literature related to Pedagogical Content Knowledge - PCK - in the sciences. It is expected that this review can contribute to a better understanding of PCK, pointing out what has been investigated about this concept. Specifically, we analyze: a) how PCK is defined, what are its main features and how it has been appropriated by teachers; b) the relationship between PCK, knowledge of the contents to be taught and students learning; c) how PCK was actually used in teachers' training and teachers' evaluation; and, d) the scientific areas in which PCK has been studied. It concludes that PCK is an essential tool for improving the quality of teacher training

GIS in Schools

Marsha Alibrandi (with A. Thompson and R. Hagevik) is a contributing author, Remaking History with Interdisciplinary GIS .https://digitalcommons.fairfield.edu/education-books/1038/thumbnail.jp

Teaching together: School/university collaboration to improve social studies education

Marsha Alibrandi (with C. Beal, A. Wilson, A. Thompson, R. Hagevik, B. Mackie, V. Owens, and N. Sinclair) is a contributing author, Students reclaim their community’s history: Conducting interdisciplinary research with technological applications . Book description: This book provides preservice, beginning, and experienced social studies teachers with provocative ideas for and a realistic look at the challenges of developing curriculum through collaboration between elementary/secondary teachers and university professors. The book begins with an introductory essay by the editors.https://digitalcommons.fairfield.edu/education-books/1037/thumbnail.jp