This study investigated the impact of the knowledge revision components (KReC) framework on enhancing student conceptual understanding and eliminating misconceptions about matter and change in science lessons. The study used refutation texts and integrated them into the Online Advanced Organizer Concept Teaching Material (ONACOM). The research involved a three-week intervention with three groups: Treatment Group I (received refutation texts + ONACOM), Treatment Group II (received refutation texts only), and Control Group (did not receive refutation texts or online materials). One hundred eighty-eight fourth-grade students from four classes in two public primary schools in Antalya, Türkiye, participated in the study. The MANCOVA analysis was used to evaluate the results. Results indicated that when the pretest scores were controlled, conceptual understanding scores revealed a significant positive difference in treatment group I compared to the other groups. Moreover, there was a significant difference in the misconception scores between the treatment groups and the control group in favor of the treatment groups. It also was found that despite the interventions made in the treatment groups, some misconceptions of the students resisted revision. In conclusion, the intervention with integrating refutation texts into ONACOM had a significant positive impact on students' conceptual understanding and the knowledge revision process. The study also discussed students' misconceptions and conceptual understandings about matter and change within the KReC framework, providing suggestions for future research.