This paper presents an analysis of various investigations in Physics teaching, whose referent is the theory of conceptual fields (TCC). A documentary and descriptive explanatory methodology was used to search, to interpret and to analyze the selected investigations. We identified and classified their theoretical and methodological domains, educational level, content, strategies used, contribution and connections to other theories. The results of the review helped to identify its features by comparing the defining elements of TCC, to set parameters that identify this theory as a reference in these investigations. As a final consideration states that this cognitive theory, initially offered theoretical frameworks for the study of learning in Mathematics, studying processes used today in the classroom, from which new contributions are emerging to delineate possible teaching strategies for learning Physics and other Natural Sciences.