Science educators are increasingly using a historical approach to pedagogy as a way to enable students to understand the process of the construction of science in a more contextualized manner. Considering the meaning of context in a broader sense, this article has two objectives. First, it aims to explore how physics lessons using a Cultural History of Science approach allowed the development of activities that encouraged students to have discussions about science where their own socio-cultural context was considered, referring to Brazilian scientific production. Second, the article to investigate which understandings about scientific practices could be developed by students from in-class discussions inspired by the Cultural History of Science approach focusing on a historical and students' own social contexts. The historical episode selected to be introduced in their physics lessons was the development of the Leiden jar in Europe, in the eighteenth century, focusing on the quotidian practices and habits that enabled the construction and use of this artifact. The lessons developed from the Cultural History approach seemed to allow the students to understand that science was developed by many different social actors, in sites that exceed the laboratory and by actions performed in various dimensions. The findings suggest that this approach in science teaching can be a strategy to historically contextualize the development of science while allowing students to reflect about the scientific production in their social context.