The professional discourse of science teachers in the classroom is directly related to their training and metatheoretical conceptions about science, from which the disciplinary, didactic and pedagogical decisions that shape their practice are derived. In this sense, and recognizing the importance of spaces for analysis and discussion in, on and about science in initial teacher training programs, this paper presents a study carried out with trainee basic education teachers on the didactic implications of including the history of science as a reference for the design and implementation of didactic units. The development of various phases has been considered which, in search of a progressive order of autonomy, allows evidence to be gathered in order to identify those aspects to be worked on in the metatheoretical training of science teachers. This highlights the broad consensus on the need to teach science from the basic levels of schooling and from a perspective of science as a human activity that considers the recognition of the various contexts in which it is immersed, which is possible by turning to the history of science as a metatheoretical resource. In the light of the results obtained, some didactic implications are put forward in relation to which the teachers who guide the science and science didactics courses in the initial training programs face a great challenge in improving the quality of science teaching in our classrooms.