The main purpose of the study was to investigate the effectiveness of conceptual change text (CCT) oriented instruction over traditionally designed instruction on students' understanding of electrochemical (galvanic and electrolytic) cell concepts. The subjects of the study consisted of 64 students from the two classes of a high school in Turkey. One of the classes was randomly assigned to experimental group, which was exposed to CCTs, and the other class was determined to be the control group, which was exposed to traditionally designed instruction. The results of ANCOVA indicated that students experiencing CCTs had better understanding of electrochemical cell concepts than students experiencing traditional instruction when their science process skills and prior electrochemical cell concepts understanding were statistically controlled. In the light of the findings of this study, it is suggested that CCTs can be used as a supplement to classroom instruction to promote students' understanding science concepts that are more in line with the scientific community. (Contains 36 references.) (Author/YDS)