This study deals about the teaching proposal that aims to teach the main of atomic models
through an epistemological perspective, in order to lead the student to understand that the
scientific doing is a human construction, product of the dialectical historical process
subject to the most varied contradictions. For that, it was of great importance the valuation
of the previous knowledge of the students in the elaboration of a Potentially Meaningful
Teaching Unit (PMTU), under the guidance of Marco A. Moreira. As well as the
progressive differentiation of concepts and ideas in the context of the History of Science
through the view of Thomas Kuhn, which describes scientific evolution from the
paradigmatic revolutions. In general terms, everything turns clear that any support for the
development of didactic tools that is going to aid in teaching practice is a valid effort,
because in the face of the results, we can infer that the pedagogical product has succeeded
in its purpose, based on the theoretical assumption of meaningful learning of Ausubel,
was able to promote significant improvements in the apprehension of concepts and
meanings, as well as to increase students' capacity for argumentation in the face of
problem situations at more complex levels.
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