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In Science Education, grouping certain models of teaching under the analogy of the «student as a scientist» is useful and meaningful, since it has become a powerful way of supporting proposals for Science teaching. The starting point of the logical structure for this analogy is taken from history and philosophy of science and the findings have lead to develop teaching strategies for Science classes. The three more important based on the above mentioned analogy teaching models related to the field are explored in this paper; also, their main characteristics are highlighted in terms of the views about knowledge of science and student they postulate. Finally, on the grounds of the above mentioned views, the limitations of these models for effective Science teaching are analyzed and some ways to overcome them are suggested.