The teaching of science is presented to teachers as a primary duty of their investigation. Now it is clear that the training "scientific" knowledge of chess. In particular, there for several years a phenomenon of disaffection for scientific studies, which questions the entire society. Everyone knows that in colleges and lycés science teachers in particular mathematics, physics and chemistry, did not bode well with students. There may be reasons related to aspects of teaching : How to transmit scientific knowledge (that is to say, especially concerning curricular aspects in various training sites, the choice of knowledge taught, they show the order in which it strives to to acquire); how students encounter scientific issues (nature of training facilities and extension services, highlighting the challenges of science education in social life); priority level science subjects and courses of education.
The reasons for this disaffection of scientific disciplines are of several types: ideological (the role of the image of science), social (regarding gender or social origin, including discrimination, employment opportunities and associated remuneration), logic ( scientific reasoning that is sometimes too ambiguous and too abstract). 
This problem takes advantage of scale in developing countries 
developing scientific culture which remains an abstract reality (memorizing theorems without possibility observation, experimentation, verification ...). The reality is that most schools are operating without adequate laboratories for experiments. how to teach science in such a condition? How students can build their scientific knowledge without scientific manipulation tools? These questions and many others facing a crucial in the countries of Africa and Latin America. Our plan is to continue to conduct discussions to make science teachable and acceptable in our education centers. This mission, however complex it may be, to the precariousness of resources available for its realization requires courage, boldness, determination, community ambitions and objectives clearly defined in all this reassuring outlook. But can it be done without your comments, your advice and contributions?
Gerard Augustin and Culture-science pedagogy 
