The aim of this study was to determine effect of different conceptual change pedagogies embedded within 5E model on grade 6 students' alternative conceptions of 'Heat Transfer'. Within a pretest-posttest experimental research design, this study was conducted with 27 grade 6 students. In collecting data, a questionnaire with 6 two-tier items was employed. This questionnaire was administered as a pre test before the teaching intervention. After the intervention, the questionnaire was re-administered as a post test. Results of Wilcoxon signed rank test showed that using different conceptual change pedagogies embedded within 5E model was meaningfully effective in remedying the grade 6 students' alternative conceptions of heat transfer (z=4.54, p<.05). Some suggestions were made for further researches.