Teachers in science education express their discursive conceptions, as an expression of didactic knowledge. From this perspective, the study aims to recognize the conceptualizations of teachers on the didactics of science education. For this, the survey technique has been used, applied to 52 Peruvian teachers participating in a training program, from different regions of the country. The questionnaire allowed to collect their evocations on the phrases associated with: i) didactics, ii) science and iii) science didactics. With the information collected, the conceptual sequence was organized, according to its reiteration and importance, in order to (re) build theconceptual network that represents it. Thus, it is evident that the didactic strategy to teach how to learn constitutes the predominant conceptualization; likewise, the modes of didactic intervention are directly linked to science.