  In this work, we present the results of a research in which we aimed to
evidence obstacles and advances in pre-service teachers' conceptualization on a
subject involving elementary Quantum Mechanics. We based our analysis on the
theories due to David Ausubel and G\`erard Vergnaud to study Meaningful
Learning patterns, both in predicative and operator form of knowledge, of six
students involved in a didactical intervention composed of six classes, in
which we emphasized both similarities and differences between Classical and
Quantum Physics. With this intervention, we intended to teach the concepts of
Physical Systems, Dynamical Variables, State of a Physical System and Time
Evolution. We guided our data analysis by the methodology of content analysis
and it turned possible to map Meaningful Learning patterns involving the four
concepts to which were associated a set of essential features in the
predicative stage and a set of theorems-in-action in the operatory stage
relating the aim-concepts in problem-solbing or conceptual mapping.
