Prospective physics and chemistry teachers’ reflecting about nature of technology in the context of the Tesla-Edison controversy

Abstract

An informed understanding of the nature of technology (NOT) should be part of the basic scientific literacy of citizenship. This suggests that, beyond the own educational goals of the technology curricular area, science education would also have to set goals aimed at knowing the more characteristic features of technology as a system, including its relationship with science. Consequently, an educational experience was conducted in order to promote the understanding of basic notions on NDT in initial science teacher education. To this end, an activity was designed consisting of reading the historical controversy between Tesla and Edison about electric current, and reflecting on some NDT questions, which are visible in this. A natural class-group of 16 prospective physics and chemistry teachers (PPCT) participated in the study. The results reveal the PPCT experimented a moderate progression in their understandings on the aspects of NDT addressed. Even so, the study constitutes an important novelty in this line of research. The limitations and implications of the study are commented finally.