This study explores the necessity of conceptual change in teacherschr('39') professional development through creating knowledge building environment. In cognitive approaches to education the quality of education is considered to be a result of teacherschr('39') pedagogy and teacherschr('39') pedagogy is considered as a result of their cognition. Thereby the goal of many professional development programs is to educate teachers whose cognition is consistent with the latest research findings from cognitive and learning sciences. In this study the research synthesis was used to develop basic statements for salient characteristics of conceptual change framework. The analysis of the results showed that pedagogical belief system, teacherschr('39') preconceptions and how they align with scientific concepts, implicit theories, coherency of cognition, epistemological beliefs, metaconceptual awareness and experience-based belief system need to be considered in teacherschr('39') professional development. Finally, the possibility of creating knowledge building environment has been discussed.