This article presents the situation of the teaching and the training of sciences (physics and chemistry) at the pupils of the Final Cycle of basic Education.

This article is particularly interested in the teachers responsible for the course of physical sciences and technology in the cycle and the basic skills developed by the pupils of 7th and 8th of basic education in the subdivision Lubumbashi I. It begins by presenting the proportion of teachers having followed the training centered on the Situation-Based Approaches (SBA) and that of the pupils evolving/moving in schools which implement the SBA. It is also interested in the descriptive data drawn from the questionnaires concerning four fields of information: 1) The construction and implementation of learning situations 2) the effective application of APS 3) the organization of the class into groups of students 4) social interactions between students in working groups. The article also examines the relationships between the development of skills and the variables of these four fields.

The purpose of the article is to verify among the basic skills defined in the programs of the fields of science learning by the Ministry of Primary Secondary and Technical Education in the DRC, those which are developed by the pupils of the final cycle of the basic education in the physical sciences and more particularly in the discipline of chemistry.