Scientific activity is not theoretical. Today, the word''science''seems to embrace both the theoretical and practical. For some, the scientific activity from the first practice, handling of sensitive object to the symbolic representation or to the conceptualization. They argue that knowledge acquired through practice promotes better discovery, constrution skills. Yet without wishing to deny the existence of other methods of acquiring skills or knowledge to reduce the practices they mobilize, they support the need to leave practice methodically built, explained to skills.
As an example :
1. Currently in Benin, a small country of West Africa, it is put into practice in nursery and primary teaching a new program called New . Already in elementary school, children can parfaitemement control the electrical circuit. They make the classroom experience by connecting a wire from batteries and light bulbs.
They master the positive and negative pole of a battery. These are powers already in place and they will use throughout their lives. This means that the practice is necessary to acquire knowledge.
2. Speaking table in the classroom, it is good in the primary, to make the items needed for its construction:
wood (planks) - nails, hammer, ruler, set square, pencil, planer, saw, etc. ... Children, manipulating objects will be able not only to better master the essential concepts about geometric figures.
Gerard Augustin and Culture-science pedagogy 
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