ABSTRACT
In this chapter, we review the characterization of conceptual change, argumentation, models and explanations in order to provide an account that both synthesizes perspectives on their interrelations and also delineates their respective definitions. We refer to literature in philosophy of science in order to clarify and justify the epistemic aspects of each construct, and explore the implications for science education. We propose heuristics that help clarify the various interrelationships between conceptual change, argumentation, modeling and explanation, and apply them to examples of science curricula to illustrate their relevance and significance in science education.
