Choi, Eunjeong This study was planned to explore specific ways to practice grammar inquiry learning, which has been continuously emphasized in the field of grammar education. Based on the results of analyzing the conceptual change theory model and teaching and learning strategies, a ‘conceptual change model using cognitive conflict strategies’ was proposed. To verify the model, response data collected through four types of tests and questionnaires were analyzed. The results showed a statistically significant, positive linear correlation between Conceptual Change Model and building conceptual understanding. And the results of analyzing pre- and post tests and questionnaires showed an increase in knowledge and a decrease in misconceptions. Among the various phases of Conceptual Change Model, it was confirmed that “Check Preconceptions” and “Cognitive Conflict” phases had the most positive effect on their conceptual change.