The aim of this study is to investigate effect of conceptual change pedagogies on students' alternative conceptions of electricity resistance and electricity current. Within pre-experimental research methodology, this study was conducted with 30 grade 6 students. In collecting data, a questionnaire with 6 two-tier items was employed. This questionnaire was administered as a pre-test before the teaching intervention. After the intervention, the questionnaire was re-administered as a post test. Wilcoxon signed rank test was employed in regard to student total scores of pre- and post-test. The results showed that using different conceptual change strategies was meaningfully effective in eliminating students' alternative conceptions of the concepts 'electricity resistance' and 'electricity current' (z=4.78, p<0.05).