New Pragmatic Approach to Learning from Research Practices to Teaching Methodologies
International Journal of Education, Culture and Society
Volume 2, Issue 6, December 2017, Pages: 184-189
Received: Mar. 4, 2017; Accepted: Mar. 24, 2017; Published: Dec. 19, 2017
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Joseph Kouneiher, Sciences and Technologies Department – ESPE, Cote d'Azur University, Nice, France
Cecile Barbachoux, Sciences and Technologies Department – ESPE, Cote d'Azur University, Nice, France
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An essential point of the learning and teaching environment today, is the need to pioneer a new approaches which go beyond some "standard" theorizations of pedagogy. We know by experiences that the most successful solutions should not only engage the students and the teachers but some aspect of those approaches should build on the transformative potential of a digital age, as well as emerging insights into human behavior and the human brain. We must seek to set a standard for innovation in pedagogy and commit to its advance. In this paper we review some existing approaches to learning and we describe a new scientific pragmatic approach. This approach based on the real daily practice of scientific researchers (in Mathematics and Physics and not just a theoretical recipe) gives a new insights to learning methods and promotes the creative side of learning.
Learning Methdos, Research Methods, Educational Research, Pragmatic Approach, Creative Approach of Learning, Context and Knowledges, Process Oriented Guided Inquiry
To cite this article
Joseph Kouneiher, Cecile Barbachoux, New Pragmatic Approach to Learning from Research Practices to Teaching Methodologies, International Journal of Education, Culture and Society. Vol. 2, No. 6, 2017, pp. 184-189. doi: 10.11648/j.ijecs.20170206.14
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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