Abstract:
In an era of increasing scientific complexity and public skepticism, the question of how
science can be communicated in ways that are both transparent and trustworthy has become more urgent than ever. Scientific findings are often perceived as definitive, despite their inherently provisional nature. This tension can lead to misunderstandings and diminished trust in science communication. By addressing this challenge, the present dissertation investigates how the presentation of scientific research processes influences perceptions of tentativeness and credibility in educational and public contexts.
As part of the interdisciplinary project VideT, a video-based transfer instrument was
developed to visualize authentic research processes in the field of bat ecology. Across three empirical study packages, the dissertation systematically varied media formats (text vs. video), target groups (university students, secondary school students, general public),
research contexts (Thailand vs. Germany), materials, and scientist portrayals (male vs.
female), while maintaining a consistent overarching research question and identical
dependent variables. This design enabled a robust and ecologically valid investigation of
how portrayals of scientific reasoning affect audience perceptions.
The findings show that explanatory depth and authentic portrayals of scientists’ thought
processes increase perceived tentativeness. In student samples (Chapters 3 and 4),
tentativeness was negatively correlated with credibility. In contrast, the general public
(Chapter 5) perceived tentativeness without a loss of trust, suggesting that uncertainty can
be communicated effectively when framed transparently and contextually.
The findings of this dissertation suggest that making the scientific process more visible,
by showing how knowledge is generated and justified, can enhance students’ understanding of the tentative nature of science. However, this increased transparency may also challenge perceptions of scientific credibility, highlighting a central dilemma for science education and communication. Science communication and education thus face the challenge of making scientific reasoning visible, aiming to foster epistemic awareness without undermining the perceived credibility of scientists and their findings.
Tentativeness