It is the method of experimental enquiry extended into realms of human experience. Petty (1996), says that we learn best by doing than by watching and listening. A pragmatic teacher should use some real experimental methods in subjects like environmental science. The environment must be used as the laboratory, where by pupils manipulate the natural media of real things. In a trees and forestry lesson, the teacher can take pupils to a forest and learn about trees in a real atmosphere, pupils will also experiment using the natural resources.
Akoh (2003), posits that action and doing maintains the imagination that theorizing must be controlled by the outcome of an active experimentation. Continuity, interaction, meaning and experience help in the practical learning. The entire universe is in a state of continuous change. Therefore, reality not fixed. The child's nature of reality is determined by what he experience through interaction with the economic and social environment in relation to his learning. In this process an individual experiences certain results out of acting on some problems in the class practically. .
Learning by doing is a slogan. Hence, the teacher needs to adopt a pragmatic based learning supported by reflective thinking which can be accomplished through problems solving techniques. Chung and Ngara (1985), note that theory divorced from practice is barren. Life in Zimbabwe is punctuated by problems in need of solutions through active participatory involvement of the learner. Dewey (1990), views the teacher in any sound teaching and learning episode as an organizer, facilitator and supervisor. In mathematics, the teacher should pose some real life situational that require a simple operational solution. Pupils should be given a room to identify the problem and hunt for the possible solution. This is also a sounding factor in Social Studies under the topic Rules and Laws. Pupils will be asked to identify any problem that goes against the expected behaviour around the school premises.
