We present a first step of a research designed to think a didactics of physics by establishing common elements among science education researchers’ productions. The first step was to select and characterize some important referential recognized by the UNESP’ Science Education Research Group as important references in the science education literature. These authors are from different countries, with national and/or international recognition, like: Astolfi, J. P.; Cachapuz, A.; Gil Perez, D.; Sanmarti, N.; Tardif, M.; Nardi, R.; Viennot, L. It was, then, elaborated a bibliometrics analysis, in order to identify the references they employ in their researches, and the context in which the literature were produced. We analyzed afterwards their production and elaborated a summary table; we found they present research results in the last decades. This material was analyzed under the category “common elements showed by the authors”, turning up elements such as; research on science teachers initial education; the importance of research in science teaching; and the use of the term “Didactics” and its meaning in teaching and learning processes. Matching the authors’ perspectives in the presence of these topics, we found a range of subtopics, such as; the necessity to graduated research teachers, the science education research and its impact in science teaching, the didactics of science as a field; the functions of courses about human science on curricula, among others. From the common subjects among the authors we will try to answer some questions: a) How should be understood the discipline “didactics of science”? b) What role should play the didactics of science in teachers’ initial education? c) What must know a future science teacher? Finally we will try to draw some conclusions in order to design a Didactics of Physics program.