ABSTRACT
Misconceptions are notoriously robust. As a result, facilitating conceptual change may not simply be a matter of increasing clarity. In some cases, reappraising epistemic judgments, such as plausibility, may also be required for constructing scientifically accurate conceptions. Plausibility is especially relevant for controversial and complex topics, such as climate change, where a gap exists between what lay persons and scientists find plausible. This chapter highlights how to bridge plausibility gaps through explicit reappraisals involving both metacognitive and epistemological processes. Our research suggests that sustained classroom practices encouraging plausibility reappraisal could contribute to development of a scientific habit of mind.
