One of the main aims of biology education is to provide students’ learning the concepts meaningfully. It is known that students have some difficulties in understanding some abstract concepts in biology and hold misconceptions. In order to make meaningful learning possible, these misconceptions should be removed. In previous studies, it is emphasized that traditional education methods are inadequate for removing misconceptions.  In this study, the effect of conceptual change texts on overcoming the misconceptions about photosynthesis and respiration in plants for prospective science teachers (PSTs) were investigated. The sample of this study consisted of 100 PSTs from the two classes of Department of Science Education in Fatih Education Faculty in Karadeniz Technical University, in Trabzon in Turkiye. The classes were randomly chosen and one class was assigned as experiment group, which was exposed to conceptual change text instruction (CCTs), and the other class as control group, which was exposed to traditionally designed biology instruction (TDBIs). In the study, “Photosynthesis and Respiration in Plants Concept Test” was developed in order to collect data. This test was administered to both experiment and control groups as pre-test and post-test. The findings indicated that most of the PSTs had misconceptions about photosynthesis and respiration of plants. This study proved that for PSTs understanding and overcoming misconceptions about concepts of “photosynthesis and respiration in plants” topic, the CCTs, when compared with TDBIs, are more effective. Under the light of the findings, when the idea that instruction, conducted with CCTs is an effective method in overcoming students’ misconceptions was taken into consideration, it can be suggested that conceptual change texts can also be devised and implemented on the topics of other fields of science.