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The renewal of a school in the service of development, promoted by the basic education curriculum reform in Senegal, will not happen without the renovation and enhancement required for the teaching of science didactics. Through an anthroposituationist approach, this article analyzes the situation of science teaching in primary school, which is the basis of senegalese education system, and resulting implications for middle-secondary school and beyond. Based on field experience, it thus shows that disaffection of scientific fields at higher levels is the consequence of deficient initiation into science and technology marked, at elementary school, by the use of unsuitable educational approaches.