It is seen that most of the studies performed for science education have been centred upon cognitive learning of students. Especially the same situation is also available in the studies considered with the conceptual change process which is called the process of reorganization of existing concepts. However, learning is a process occurring in cognitive sense as much as in affective sense. The studies performed for conceptual change approaches are seen to deal generally with attitude through affective features. Yet, there are many affective features like interest, anxiety and motivation. In this study, the accesses of conceptual change texts through conceptual change approaches and the effects of pedagogical – analogical models on chosen affective characteristics of students related with physics lesson have been researched. The data gained with the scale of selected affective characteristics upon physics is examined by the methods which are Two Way ANOVA, The Kruskall Wallis Test, The Independent Group t Test and Mann Whitney U Test. After the application, it is seen that the students who were used in experimental groups in which conceptual change approaches were used are more positive than the students in control group who learned with traditional teaching approaches in terms of interest in physics.