In this study, we examine the effects of conceptual change texts, which constitute one of the conceptual change techniques that are used to teach the electricity subject to sixth graders in primary school. We analyze its effects on correcting the misconception and on the success level of the students. The sample set consists of a trial group of 28 people and a control group of 29 people. We used the concept identification tests that we generated to obtain the data of scores of the 57 students that took part in the experiment. Also, we performed the statistical analysis of the collected data by using the SPSS software. We can summarize the results of the analysis of the experiments as follows; 1. The students are considerably more successful on the posterior test both with and without differentiating the trial and control groups (P<0.001). 2. The confidence level of the students in general increase from “confident” to “absolutely confident”.