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The purpose of this study was twofold: first to investigate the effect of conceptual change oriented instruction accompanied by concept cartoon worksheet with simulation on students' conceptual understanding and second to remedy their misconceptions of direct current electric circuits. Participants were 139 pre-service science teachers from four intact classes. A quasi-experimental design was used in the study. The experimental group studied the concept with the application of concept cartoondoi:10.4236/ce.2013.44041 fatcat:2r6lcm5f5vavtkykw6y7pidsbm