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There is a growing consensus in considering that learning science involves students’ participation in the epistemic goals of science (Duschl, 2008; Kelly, 2008) or that, as Duschl (2008) proposes, science education should balance conceptual, epistemic and social learning goals. By epistemic goals we mean goals related to how we know what we know, to how scientific knowledge is constructed. Thus for instance understanding the criteria for evaluating explanations, theories or models, or the criteria for choosing one explanation over alternative ones. The main argument of this chapter is that these purposes may be achieved through placing scientific practices at the centre of science teaching and learning, in an approach that pays attention to their epistemic and social dimensions, besides the conceptual ones. This would mean shifting the focus towards the development and modification of epistemic claims …