Our students are not a tabula rasa in classes. These varied learners imbibe new information in relevance to others and reaffirm their own concepts. Quite often, in this journey of forming new connections, inadvertently, misconceptions are retained and may be reinforced if not corrected early. Students come to learning situations with preconceived knowledge and understanding. A constructivist teacher uses this previous knowledge to act as a base for the new knowledge that the student will create. One of the ways to induce this conceptual change is by inducing cognitive conflict. This instructional strategy comprises the presentation of anomalous data or contradictory information. The contrasting information stimulates students to formulate their own queries, allows them their own interpretations (reflection and synthesis of new knowledge), and encourages them to arrive at a correlation or conclusion in group work (collaborative learning). Here, I present my experience of introducing a blunder lecture in a large group of students to encourage them to test their conceptual frameworks through a cognitive conflict strategy.