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This study aimed to analyse the students- cognitive structure on the concept of oxidation reduction by employing learning cycle 8E model. The participants of 32 students in year-10 were involved in the study. The data was collected by drawing writing technique presented through student worksheets, interview, observations, and reflective journal. The learning cycle 8E was applied which consist of engage, explore, e-search, elaborate, exchange, extend, evaluate and explain stages. Data analysis consists of data reduction, data presentation, and conclusion. Students- cognitive structure was divided into three categories which are an understanding, misconception and no understanding. Categories of understanding were found in the concept of redox, oxidizing agents and acid-base nomenclature and transitions. Students- misconception categories were found in redox applications and polyatomic. Students faced the challenges in understanding the oxidation number and binary nomenclature. The results showed that misconceptions were decreased through the implementation of the learning cycle 8E. Learning cycle 8E also has implications on students- critical thinking, collaboration, and empathy communication skills.