The purpose of this study was to examine the effectiveness of an analogy activity designed to overcome junior high school students' misconceptions about the microscopic views of phase change. Eighth grade students (N=80) were randomly assigned to either a control group receiving traditional teaching, or an experimental group participating in the analogy activity which asks the students to act as particles and work together to perform the conditions of phase changes. Findings indicate that the students of the experimental group did not perform statistically better than those of the control group in an immediate posttest. On the delayed test, a comparison between the two groups indicates that the analogy activity had a positive impact on students' understanding of certain concepts. Contains 26 references. (DDR)