This study uses a case study methodology to showcase the use of the DTSICM (Design thinking Strategy to Identify and Clear Misconceptions) model, which provides a design thinking approach to identify and clear a common misconception on photosynthesis, held by a sample of 27 A-level students. As a first stage, data collected through the administration of a two-tier MCQ diagnostic questionnaire was used to (i) identify the most prevalent misconceptions held by the sampled students on photosynthesis and (ii) describe the types and origins of the identified misconceptions. In the next stage, the teacher selected the most appropriate context-driven methods to clear students' misconceptions, based on the findings of stage 1, the capabilities and needs of the sampled students and a thorough literature review. Consequently, 'direct instruction', 'gamification' and 'modelling' were selected and implemented at classroom level and their efficacy was compared in view of conceptual shift. The findings revealed that the DTSICM model provided teachers with a structured and formalised pathway that allows them to select the most appropriate methods for the identification and clearing of students' misconceptions based on the types and origins of the misconceptions; the specificity of the context; and students' abilities, competencies and needs.