European societies are in agreement in that “the adolescents should be taught Chemistry and Physics”. They disagree in “what they should be taught” but also in “how the teaching should be done”. The first question that is placed is “what precisely societies choose for the teaching? How much they differ from each other - from country to country - the cognitive objects which are proposed for teaching in people of the same age? ” Apart from this, each society gives its own answers in questions as     1. “Is it preferable the sciences be taught separately or through a single course?” 2. “How is the connection of Macrocosm and Microcosm presented?”  3. “How much importance is attributed to the construction of concepts?” 4. “How is the connection of empirical data with theoretical approach realised?”  In the present work we will seek to approach the disagreements but also the different answers in certain of the above questions. In the particular work we focus only on the content of the Science Curricula of European countries, for people of 13 years of age. We selected the Curricula of Holland, France and Spain.