Challenges with Complex Situations in the Teaching and Learning of Social Sciences in Initial Teacher Education

This article not only presents a paradigm shift as a methodological model for teaching heritage and social sciences (SSCC), but also offers a methodological foundation for the challenge-based learning (CBL) methodology. We present various educational innovations in social science teaching and cultural heritage education based on the use of CBL during initial teacher training at the University of Andorra. These methodological proposals take into account the TPACK model (Technological Pedagogical Content Knowledge) based on the interrelation of three types of knowledge: pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK). This set of best practices requires students to respond to a complex social challenge by designing and creating specific educational proposals for tackling content and learning through gamification. Students work on the various dimensions of the SSCC, thereby developing spatial competency, teaching competency, and competency in democratic citizenship. ICTs are included throughout in order to develop students’ digital competency. As a result, students feel empowered through having acquired the different competencies and developed an awareness of the value of cultural heritage as a cornerstone of democratic citizenship. This research was supported by the GRIE (Interdisciplinary Group on Education). University of Andorra.