Abstract: The purpose of this paper is to address the relevance and discuss the importance of scientific inquiry and argumentation processes, which are indispensable elements of constructivist science education paradigm, in teaching for conceptual change. Inquiry based learning, argumentation and conceptual change theory are separately emphasized by educational researchers as useful tools to reach the ultimate purpose of science education, scientific literacy. These three concepts are strongly related, however the nature of their relationship is not explicitly discussed in the literature and therefore relationship is not apparently clear. This review offers a viewpoint on the links of these three major ideas and provides guidelines for those who plan or design learning environments especially teachers. This paper is divided into four subsections. The first part focuses on what conceptual theory means and second part provides a brief literature review on inquiry based learning environments. While third section concentrates on the relationships between inquiry-based learning and conceptual change theory, the last section explains the position of argumentation among these educational concepts.