ABSTRACT
Many instructional approaches to fostering conceptual change engage students in the three practices of modeling, explanation, and argumentation. Using the AIR model of epistemic cognition as a lens, this contribution synthesizes research on how these three practices interconnect with conceptual change. The synthesis begins with a conceptual analysis of the three practices and how they are connected to conceptual change. It then reviews research on instructional approaches to promoting conceptual change via these practices. Finally, it analyzes how conceptual change can occur in the practices of modeling, explanation, and argumentation.
