The role of History and Philosophy of Science for Physics teaching has been theme of several worried researches with the correlation of those three areas, particularly with explicit relationship history-philosophy-cognition. Our research is inserting in the context of the development of theoretical references for the creation of instruments to improve an analytic capacity which implements a learning of concepts and physical theories in a structured, articulated and integrated mode. These involve the identification and characterization of scientific models by historical-philosophical reconstruction which presupposes the overcome of that modeling - a prototheory -for the obtaining of an universal theory. As exemplar of analysis, we present an application to the study of bdisintegration (first identification of weak interaction) addressed for undergraduate students or in-service teacher education.
History and Philosophy of Science; Physics teaching; models; prototheory; conceptual-theoretical structure