Contemporary researchers often refer to the information processing paradigm to exlain the relative ineffectiveness of contemporary instructional techniques for modifying incorrect scientific concepts that students often bring to a learning situation. As a result of this research, instructional procedures have been developed that maximize the chances that conceptual change will occur. It is within the context of this conceptual change framework that this study takes place. Commonly accepted conceptual change strategies identify specific basic conditions that need to be met before students' existing mental constructs are changed. The document contends that the attention to imagery inducing procedures would make these strategies significantly more effective. The major hypothesis of this study is that, particularly for abstract concepts, the imposition of a mental image by the presentation of a dynamic model would result in higher achievement than the presentation of a verbal or static model representing the concept. The laser videodisc was used to generate the appropriate images in this study. The technology affords the ease of presentation that makes the results of this study potentially more generalizable. (CW)