One of the most controversial questions in teaching subatomic processes is whether and how to teach the Bohr model. Our wider project adopts the well-founded thesis of cognitive psychology that historical processes provide a model of the learning activity itself, and, thus, have the potential to assist students in constructing, changing and communicating scientific representations. In this light, we proceeded to a thorough epistemological analysis of Bohr's research strategy during the period of transition from classical physics to quantum mechanics (1913 - 1927), in order to understand how his atomic model has contributed to conceptual change processes. In this paper, we present the main results of this analysis, and we propose ways of integrating and transforming them into instructional procedures capable of leading learners to an essential understanding of quantum theory and of the ‘Nature of Science' as well.