Inability to link the acid-base concepts withdaily life phenomena (as contexts) highlights the need for further research onthe context-based acid-base chemistry. In this vein, the aim of this study isto investigate the effects of different teaching designs (REACT strategy, 5Eslearning model and traditional (existing) instruction) relevant with ‘acids andbases’ subject on pre-service science teachers’ conceptions and attitudestowards chemistry and to compare them with each other. Within quasi-experimentalresearch design, the sample comprised of 95 pre-service science teachers fromFaculty of Education in Giresun University, Turkey. Three intact groups wererandomly assigned as either experimental and control groups. To gather data,Acid-Base Chemistry Concept Test (ABCCT), Chemistry Attitudes and ExperiencesQuestionnaire (CAEQ) and semi-structuredinterviews were used. Theresults denote that REACT strategy is effective in helping the pre-servicescience teachers retain their gained conceptions in long-term memory whilst 5Eslearning model is efficient in achieving conceptual learning. Finally, futurestudies should test the effects of REACT strategy and 5Es learning model ondifferent variables (i.e. sample, subject, scientific process skills, scientificinquiry) over a longer period of time (i.e. one semester or one-year).