This chapter discusses the development and evolution of the concept of conceptual change in science education over the past three decades. It highlights how this concept has influenced alternative approaches to analyzing conceptual change, leading to a multi-perspective view of science learning and instruction. The chapter emphasizes the importance of understanding students' pre-instructional conceptions and their role in the learning process. It reviews various theoretical frameworks, including Piagetian, constructivist, and social constructivist perspectives, and critiques their limitations. The authors argue for a more inclusive epistemological framework that integrates cognitive and affective domains, moderate and social-constructivist views of learning, and the need to address affective factors. They also discuss the impact of research findings on instructional practice, noting the gap between theoretical advancements and practical implementation. The chapter concludes by emphasizing the necessity of bridging this gap to improve science teaching and learning, particularly in the context of enhancing scientific literacy.This chapter discusses the development and evolution of the concept of conceptual change in science education over the past three decades. It highlights how this concept has influenced alternative approaches to analyzing conceptual change, leading to a multi-perspective view of science learning and instruction. The chapter emphasizes the importance of understanding students' pre-instructional conceptions and their role in the learning process. It reviews various theoretical frameworks, including Piagetian, constructivist, and social constructivist perspectives, and critiques their limitations. The authors argue for a more inclusive epistemological framework that integrates cognitive and affective domains, moderate and social-constructivist views of learning, and the need to address affective factors. They also discuss the impact of research findings on instructional practice, noting the gap between theoretical advancements and practical implementation. The chapter concludes by emphasizing the necessity of bridging this gap to improve science teaching and learning, particularly in the context of enhancing scientific literacy.