This study aimed at designing a framework to help students develop a conceptual understanding of redox reactions, which draws on constructivist learning theory. This framework was in the form of participatory teaching and learning approach comprising Insight, Interaction, Task, and Forum. The framework was designed and developed based on the literature and used in a teaching trial. At the prototype phase of the design-based approach, a mixed methods design was employed in data collection. Fifteen students from a second-year senior high school class responded to the achievement test and interacted with the researchers. A stratified sampling procedure was used to select the students. In lessons on redox reactions, the framework helped the teacher to identify students? alternative conceptions and confronted them through cognitive engagements leading to conceptual understanding in redox reactions. Percentages, related samples t-test, and themes were used to analyse data. The results showed that there was an improvement in students? conceptual understanding of redox reactions. It is, therefore, recommended that chemistry educators and researchers should use the framework in large scale research to assure the scientific community the efficacy of it in developing conceptual change in students.