Conceptual change is a powerful framework for improving science teaching and learning. This review discusses the development of the concept over the past three decades, alternative approaches to analyzing conceptual change, and a multi-perspective view of science learning and instruction that can be used to examine scientific literacy and improve teaching and learning. The concept of conceptual change has evolved from early studies on students' pre-instructional conceptions to more complex theories involving cognitive, social, and epistemological perspectives. Research shows that students already hold deeply rooted conceptions that may conflict with scientific views. The classical conceptual change approach involved presenting students with conflicting ideas to promote dissatisfaction and then introducing a new framework. However, this approach often led to only partial conceptual change. The Posner et al. conceptual change model emphasizes the role of student dissatisfaction in initiating conceptual change and is based on radical constructivist views. It suggests that a new conception may be adopted if it is intelligible, plausible, and fruitful. However, research has shown that conceptual change is often a gradual process involving the integration of old and new ideas. Alternative approaches to analyzing conceptual change include considering changes at the meta-level, such as views of the nature of science and learning. Research also highlights the importance of metacognition and the need for a multi-perspective approach that includes cognitive, affective, and social factors. Conceptual change is closely linked to changes in students' understanding of science concepts and principles. However, it is also related to changes in views of the nature of science. Research has shown that conceptual change approaches often focus on isolated concepts rather than the broader processes of conceptualization and nominalization. The review also discusses the limitations of classical conceptual change approaches, including an overemphasis on sudden insights and a lack of attention to the social and cultural factors that influence learning. Recent research suggests that conceptual change is a gradual process involving the continuous enrichment and restructuring of initial conceptual structures. The review concludes that a multi-perspective approach is necessary to address the complexity of science learning and instruction. This includes considering cognitive, affective, and social factors, as well as the role of metacognition and the importance of student engagement and interest. Research has shown that conceptual change approaches can be effective in improving science teaching and learning, but there is a need to bridge the gap between research findings and instructional practice. Teacher development programs are essential in this process, as well as the need to simplify theories and strategies to make them more accessible to teachers.Conceptual change is a powerful framework for improving science teaching and learning. This review discusses the development of the concept over the past three decades, alternative approaches to analyzing conceptual change, and a multi-perspective view of science learning and instruction that can be used to examine scientific literacy and improve teaching and learning. The concept of conceptual change has evolved from early studies on students' pre-instructional conceptions to more complex theories involving cognitive, social, and epistemological perspectives. Research shows that students already hold deeply rooted conceptions that may conflict with scientific views. The classical conceptual change approach involved presenting students with conflicting ideas to promote dissatisfaction and then introducing a new framework. However, this approach often led to only partial conceptual change. The Posner et al. conceptual change model emphasizes the role of student dissatisfaction in initiating conceptual change and is based on radical constructivist views. It suggests that a new conception may be adopted if it is intelligible, plausible, and fruitful. However, research has shown that conceptual change is often a gradual process involving the integration of old and new ideas. Alternative approaches to analyzing conceptual change include considering changes at the meta-level, such as views of the nature of science and learning. Research also highlights the importance of metacognition and the need for a multi-perspective approach that includes cognitive, affective, and social factors. Conceptual change is closely linked to changes in students' understanding of science concepts and principles. However, it is also related to changes in views of the nature of science. Research has shown that conceptual change approaches often focus on isolated concepts rather than the broader processes of conceptualization and nominalization. The review also discusses the limitations of classical conceptual change approaches, including an overemphasis on sudden insights and a lack of attention to the social and cultural factors that influence learning. Recent research suggests that conceptual change is a gradual process involving the continuous enrichment and restructuring of initial conceptual structures. The review concludes that a multi-perspective approach is necessary to address the complexity of science learning and instruction. This includes considering cognitive, affective, and social factors, as well as the role of metacognition and the importance of student engagement and interest. Research has shown that conceptual change approaches can be effective in improving science teaching and learning, but there is a need to bridge the gap between research findings and instructional practice. Teacher development programs are essential in this process, as well as the need to simplify theories and strategies to make them more accessible to teachers.