In this paper, we analyze how in the pedagogical models that are lived in daily teaching practices, are usually found unstructured conceptions about the meaning of didactics of physics. Therefore, we propose a perspective to understand such a conception and to argue on which the didactics of physics is based so that it can be understood as an autonomous discipline. For this case, a didactic approach is analyzed, from the justification of why it is considered a science, addressing fundamental aspects such as language and the teaching of physics; the thought processes in physics; and the relationship between the physics teacher and society.