The purpose of the present study is to investigate the effectiveness of Conflict Maps and the V-Shape method as teaching methods in bringing about conceptual change in science among primary eighth-grade students in Jordan. A randomly selected sample (N = 63) from the Bani Kenana region North of Jordan was randomly assigned to the two teaching methods (Conflict Maps, N = 31; V-Shape, N = 32). A conceptual multiple-choice test was developed to measure misconceptions regarding electric energy commonly held by eighth-grade students. The data gathered were statistically processed using SPSS software. The results indicated that both methods, Conflict Maps and the V-Shape method, were successful in bringing about conceptual changes in the students. At the same time, the results did not prove either method to be superior in facilitating conceptual shifts regarding electric energy in eighth-grade students. In light of earlier results, this study recommends that curriculum developers take into account teaching methods designed according to conceptual change models and organize training workshops for teachers to learn how to integrate Conflict Maps and the V-Shape method into their teaching. Furthermore, this study recommends that similar studies be conducted with various subjects.