 Accounts of different styles of scientific reasoning interact with wider debates in philosophy, history, and social studies of science that aim to understand the heterogeneity of scientific practices through different “scenes of inquiry” (Jardine 2000) and “epistemic cultures” (Knorr-Cetina 1999). Rather than aiming to theorize “the structure of science” in singular, such accounts emphasize that scientific inquiry is shaped by its embedding and interaction with heterogenous cultures that contribute to equally heterogenous practices. However, case study-based approaches (Chemla &amp; Keller [eds.] 2017) also highlight that distinctions between scientific cultures require a dynamic picture that acknowledges shared concepts and constant interactions with both other scientific cultures and external factors.