Teaching the Nature of Science through the Cathode Ray Controversy: A Teaching Proposal

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Published: Apr 17, 2026
DOI: https://doi.org/10.12681/codiste.9792
Keywords:
cathode rays History of Science Nature of Science (NoS) Scientific controversy
Anastasios Vidalakis
Secondary Education
https://orcid.org/0009-0004-0659-3027
Constantina Stefanidou
National and Kapodistrian University of Athens
Constantine Skordoulis
National and Kapodistrian University of Athens
Gianna Katsiampoura
National and Kapodistrian University of Athens
https://orcid.org/0000-0001-8592-3514
Abstract

This paper presents a teaching approach based on the historical controversy over the nature of cathode rays, aiming to enhance students' understanding of the Nature of Science (NOS) and scientific methodology. The approach focuses on analyzing the debate regarding cathode rays, emphasizing how scientific and social conditions shape the development of knowledge and revealing the "blind spots" that arise from rigid assumptions, such as the exclusive classification of phenomena as either wave-like or particle-like. The intervention consists of phases including historical context, virtual experiments, data analysis, and reflection, with the goal of gaining a deeper comprehension of scientific inquiry, and promoting students' interest in science.

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  • Προφορικές Ανακοινώσεις
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References
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