Science and the Knowing Body: Making Sense of Embodied Knowledge in Scientific Experiment

Otto Sibum

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review


This chapter addresses the potential of reworking experiments or recipes
in educational settings. We reflect on educational practice in several
university settings, which span the Liberal Arts and Science Program in
Utrecht and a course for historians of science and technology at Johns
Hopkins University to physics teacher education at the Europa-Universität
Flensburg. The classroom use of RRR methods serves to teach the exploratory
nature of science, and focuses the attention of students on materials
and the sensory dimensions of experiments. Together, the three cases
argue that the use of RRR methods in the classroom allows teachers to
engage students in new ways, and offers students the opportunity to
participate more meaningfully in research into the history of science.
Original languageEnglish
Title of host publicationReconstruction, Replication and Re-enactment in the Humanities and Social Sciences
EditorsSven Dupré, Anna Harris, Julia Kursell, Patricia Lulof, Maartje Stols-Witlox
PublisherAmsterdam University Press
ISBN (Electronic)9789048543854
Publication statusPublished - 2020
Externally publishedYes


  • experimental history of science
  • laboratory
  • science education
  • interdisciplinarity
  • two cultures
  • sensual experience


Dive into the research topics of 'Science and the Knowing Body: Making Sense of Embodied Knowledge in Scientific Experiment'. Together they form a unique fingerprint.

Cite this