The aim of this study was to develop an Active Learning Based-Interactive Conceptual Instruction (ALBICI) model through PDEODE*E tasks (stands for Predict, Discuss, Explain, Observe, Discuss, Explore, and Explain) for promoting conceptual change and investigating its effectiveness of pre-service physics teachers' understanding on electric field concepts. The ALBICI model consists of four phases: 1) Conceptual focus, 2) Use of texts, 3) Research based materials (PDEODE*E tasks), and 4) Classroom interactions. The ALBICI teaching model was implemented to seven pre-service physics teachers who took the Physics course for a second time. The effectiveness of ALBICI model was evaluated by administering a Field Conceptual Change Inventory (FCCI) comprised of 13 three-tier test items to seven pre-service physics teachers as pre- and post-tests. Moreover, students' ideas were also elicited using worksheets about seven PDEODE*E tasks. The test and worksheets were analyzed by using a qualitative approach/research. The data analysis has mainly focused on electric field concepts with its subordinate concepts such as Coulomb law, static electric field, parallel plat capacitors, Ohm law, Kirchhoff law and RC circuit. The findings suggested that ALBICI teaching model enhanced pre-service physics students' conceptual understanding and reduced most of their misconceptions despite a few misconceptions still occurred.