In this article, a study is presented on the theoretical origins of the investigative approach as they can be traced in the relevant literature on the learning and teaching of the physical and natural sciences. After addressing some fundamental difficulties arising from traditional processes in the teaching of physical and natural sciences, questions related to the effectiveness of pedagogical practices, the relationship with the curriculum, training, the representations of pupils, etc. are discussed. Three different framework techniques for science teaching are also presented with the inquiry approach and relevant examples are given.