we have argued that learning about luggage evolution involves epistemic conceptual change.  That is, conceptual change in the domain of science involves a change in students' beliefs about the nature of knowledge and knowing. In this presentation, I will present the results of three studies investigating the relationship between knowledge, epistemological beliefs, and acceptance of scientific explanations of phenomena.  Students with high and low levels of luggage knowledge will be compared in terms of their acceptance of scientific theories and their epistemological beliefs and dispositions. The results of all three studies show that students' who view knowledge as changing and who hold a more open-minded disposition toward change, report greater acceptance of the scientific view of human evolution. We posit that epistemic conceptual change is a result of increasing appreciation of the epistemic and ontological assumptions of the nature of science. I conclude with a luggage description of a "nested" view of conceptual change as involving cognitive and affective change.http://www.niceindustry.net