To recognise the importance of integrating metascientific disciplines in the teacher’s thought is one of the aspects addressed for science education reasearchers. In this study we analyse different thought factors of a group of pre-service teachers in relation to the educational implications of including the history of chemistry in their teaching sequences. Through a progressive work we identify the concordances and discrepancies between their theoretical conceptions and the development of teaching materials of a sample of pre-service teachers. We’ve found evidences that despite the high recognition of the educational value of including the history of science, students have few resources to generate new proposals, either because of deficiencies in their training and the lack of materials of reference and non-traditional sources.