<p>This paper examined the equity of using complex situations in teaching Science and<br />Elementary Technology in 20 primary schools, 38 classes (only fourth years), located in Huye<br />district in Rwanda. The sample was divided into four groups: 9 classes practiced the "teaching<br />situations", 9 dealt with "integration situations", 9 mixed "teaching and integration situations"<br />and 11 classes made a "reference group" that did not use any of those approaches.<br />One pre-test and

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... e post-tests have been done by learners from those classes during the 2012<br />school year. Every test had a "resource" test and a "situation" test with a similar level of<br />difficulties. The analysis indicated progressive increase of marks, especially, for the classes<br />which practiced the "integration situations". The findings showed a priority of starting with the<br />"integration situations" for the development of the learner's autonomy and of a cognitive<br />development.</p>