This article attempts to show that international literature on PCK research shows a great theoretical diversity that far from generating unanimity, seems to be generating tensions, and in some cases lack of clarity that leads to unsuccessful research results. From a brief analysis of this situation, an alternative conceptual basis articulator on Pedagogical Content Knowledge (PCK) is proposed, and its operation is shown with concrete examples of content teaching for chemistry. These examples reinforce some basic agreements in which the PCK can produce a general framework for curriculum design, development of teaching materials, initial training and continuing teacher education. © Universidad Nacional Autónoma de México.
Lozano, D. L. P., & Penagos, W. M. M. (2014). El PCK, un espacio de diversidad teórica: Conceptos y experiencias unificadoras en relación con la didáctica de los contenidos en química. Educacion Quimica, 25(3), 332–342. https://doi.org/10.1016/S0187-893X(14)70549-X