The teaching of natural sciences and especially of chemistry, currently requires all the contributions that can be produced from research, the investigative exercise is important since it leads to the improvement of teaching processes and therefore learning . Classroom experiences can be enriched from the results of the various investigations that occur every day in the field of didactics, especially those that make it possible to identify teaching obstacles and also those that formulate teaching actions aimed at provide spaces for students to build models through which they can interpret the natural and artificial phenomena that surround them. Since the first attempts of Kenneth Craik, whom Johnson-Laird (1983, 2004, 2005) considers the precursor of the theory of mental models, which seeks an explanation to the forms and mechanisms used by reasoners to think, and from there to interpret reality, this question has been from the beginning one of the articulating axes of the cognitive sciences. At present we refer to the formulation of the theory of Reasoning Based on Models (RBM) proposed by Nancy Nersessian and its predecessor, the theory of Mental Models by Phillipe Johnson-Laird, which frame the purpose of giving a different look to the traditional about reasoning processes. This work is based on referenced theories and authors, but differs from them since it has a didactic approach, which, rather than explaining the reasoning mechanisms, tries to use them to improve the teaching process.