This article aims to present the analysis of the recurrent epistemological approaches identified in proposals about scientific models. Bearing this in mind, emphasis has been placed on the semantic content of the analysis units (proposals with a high theoretical body), based on the reading of national and international specialized journals publications in didactics of science, within a frame of ten years. From a qualitative methodology, the proposals were grouped and classified into categories and subcategories, which resulted subscribed to traditional and contemporary positions on scientific models. According to the results, the majority are located on the contemporary positions, adhering to semanticist perspectives of sciences. This aspect has great potential to promote a theoretical model teaching in natural sciences and physics based on Ronald Giere’s approaches