The aim of this study is to develop conceptual change texts (CCTs) on Artificial Intelligence (AI), which are supposed to transform the common everyday conceptions of students on AI into scientifically correct conceptions in a meaningful way. In a first step, we qualitatively examined existing research findings on students’ conceptions on AI in order to identify relevant conceptions. Further, we developed a test instrument that included both scientific conceptions and the identified student conceptions on AI and investigated students’ agreement with these conceptions. A CCT was created for the student conception with the most agreement, testing the effect of conceptual change as a learning process by conducting a pre- and post-test design. After the intervention, first indications for a conceptual change were uncovered.