The idea that the development of scientific knowledge implies a more or less radical process of change or transformation has prevailed since the last third of the last century, emerging in an interrelated way from three major fields of knowledge analysis: psychological, epistemological and educational . But if from these three diverse fields the importance of studying and, where appropriate, promoting conceptual change has been highlighted, this convergence has not produced, at least until now, a unified or integrated vision of the construction and learning of knowledge . This book is the product of a meeting between researchers from various Latin American countries, essentially from Spain and Mexico, from these three areas, and it presents and discusses various current perspectives on the conceptual change that should serve professors, students and researchers concerned for understanding and improving the learning of science to have a more integrated vision of the difficulties that this learning faces and to select or develop better teaching strategies. The book is the result of a dialogue between different perspectives or disciplines for the study of conceptual change, but beyond that its purpose is to generate the expectation of new dialogues. This interdisciplinary spirit is reflected in the book's own coordination, by Juan Ignacio Pozo, Professor of Learning Psychology at the Autonomous University of Madrid, and Fernando Flores, researcher at the Center for Applied Sciences and Technological Development of the National Autonomous University of Mexico.