The main aim of this research is to develop an cognitive teaching model to change students' alternative conceptions into scientific concepts. we investigate existing conceptual change models, and then developed a cognitive teaching model, using the Posner et al.(1982)'s conditions of conceptual change(dissatisfaction, intelligibility, plausibility, fruitfulness) based on Lakatosian heuristic, and Nisbet and Shucksmith(1986)'s learning strategies(main strategies, macro strategies, micro strategies). The suggested cognitive teaching model consists of five steps involving with a preliminary step. This research have two central features: 1) a teaching continuous sequences to degenerate the status of students' alternative conceptions, and progress the status of teachers' target scientific concepts, 2) a suggestion of feedback procedures using students' outcome. Finally the preservice teachers' recognition and the limits of the suggested teaching model were discussed.