One of the main issues in science education is concept teaching, since effective science education develops students’ creativity, concepts knowledge and conceptual systems and research skills an effective. In this context, textbooks are a basic source viewing on a regular and planned basis the information contained in education programs, correctly and clearly transfers to the students, directs and trains the student to the course goals. The reasons of misconception obstructing the learning of students are based on different sources. The reasons of misconception obstructing the learning of students are based on different sources. Teaching of the wrong concept in course book, the concept may lead to the formation of defects, as can be the source of the misconceptions. In this study it is aimed to study in the Science and Technology course books of 2010-2011 academic year in terms of “Matter and Change” concepts and given examples. Whether there is an effect of course books in misconceptions, which are possible results of misunderstood “Matter and Change” concepts, is also included as an aim of the study. As a result of the study, it was seen that Science and Technology course books have several conceptional errors, contradictions between concepts and improper choice of examples. Selected examples can be incorrect and reinforce the concept.