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<p>Understanding scientific practices is fundamental to modern society and to science education. Concepts such as Scientific Reasoning (SR) and the Nature of Science (NOS) are important to operationalize different aspects of these practices. Educational policy organizations and international standards require science education to provide insights into the activities and thought processes of scientists to improve science learning. The implementation of these requirements in the classroom is a challenging goal; videos are effective tools for making aspects of scientific practices visible that often remain hidden from students. Current approaches in science education tend to adopt <i>either</i> an affective-volitional focus by aiming to provide authentic insights into scientific practices <i>or</i> a cognitive focus by promoting student skills in the context of SR or NOS. In this theoretical contribution, we argue for a synergistic integration of these foci. Following this argument, we derived a systematic framework for video development by combining insights from science education with the contextual analysis of science and technology studies and philosophy. With this framework, we aim to open the <i>Black Box</i> of scientific practices while developing videos that systematically address students’ skills and provide authentic insights into scientific research processes. In this article, we present this new systematic framework for video development and provide examples of videos created using this framework for discussion within the scientific community.</p>

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Opening the Black Box of Scientific Practices 

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月23日

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  • Katharina Düsing,
  • Vanessa van den Bogaert,
  • Miriam Brandt,
  • Till Bruckermann,
  • Hannah Greving,
  • Ute Harms,
  • Joachim Kimmerle,
  • Daniel Lewanzik,
  • Anke Schumann,
  • Julia Thomas,
  • Joachim Wirth

摘要

Understanding scientific practices is fundamental to modern society and to science education. Concepts such as Scientific Reasoning (SR) and the Nature of Science (NOS) are important to operationalize different aspects of these practices. Educational policy organizations and international standards require science education to provide insights into the activities and thought processes of scientists to improve science learning. The implementation of these requirements in the classroom is a challenging goal; videos are effective tools for making aspects of scientific practices visible that often remain hidden from students. Current approaches in science education tend to adopt either an affective-volitional focus by aiming to provide authentic insights into scientific practices or a cognitive focus by promoting student skills in the context of SR or NOS. In this theoretical contribution, we argue for a synergistic integration of these foci. Following this argument, we derived a systematic framework for video development by combining insights from science education with the contextual analysis of science and technology studies and philosophy. With this framework, we aim to open the Black Box of scientific practices while developing videos that systematically address students’ skills and provide authentic insights into scientific research processes. In this article, we present this new systematic framework for video development and provide examples of videos created using this framework for discussion within the scientific community.