Explanatory Black Boxes and Mechanistic Reasoning

Autor/in	Haskel-Ittah, Michal
Titel	Explanatory Black Boxes and Mechanistic Reasoning
Quelle	In: Journal of Research in Science Teaching, 60 (2023) 4, S.915-933 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haskel-Ittah, Michal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21817
Schlagwörter	Abstract Reasoning; Science Process Skills; Scientific Concepts; Science Instruction; Teaching Methods; Science Education; Equipment; Scientific Literacy; Scientific Principles; Science Activities + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung
Abstract	Many studies have characterized students' difficulties in understanding and reasoning about scientific mechanisms. Some of those studies have drawn implications on teaching mechanisms and how to guide students while reasoning mechanistically. In this theoretical article, I claim that one component that has not garnered much attention in the science education literature, unlike other components of mechanistic explanations, is the black box construct, that is, missing mechanistic parts within mechanistic explanations (explanatory black box). By reviewing the literature on mechanisms and mechanistic explanations in the philosophy of science and cognitive psychology, I argue that explanatory black boxes are an inherent part of mechanistic explanations and that their recognition is essential for learning mechanisms, scientific literacy, and understanding the nature of science. Examples from biology education are provided as a case of a complex multileveled scientific field. In the absence of a pedagogical approach for teaching explanatory black boxes, I turn to studies and frameworks from computer science education that may guide educators on how to begin discussing this construct in the science classroom. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01