Objects and events are comprehended, named, categorized and take shape in cognition through transferring stimuli coming from external world to cognition through senses. A great deal of factors influence the process of configuration. This research aims to determine the effect of "multimedia stimuli" on cognitive usage of concepts. For this purpose, at fifth grades in middle school, the effect of multimedia stimuli on students' tendency of explanation the concepts were analyzed. In this study the experimental procedure which is based on pretest-posttest design was used; the data obtained via experimental procedure were supported with qualitative descriptive method. A test facing the functionality in the use of concepts was developed for data collection by the researchers. Teaching materials such as images, animations, photos, concept puzzles that will strengthen the association on unit concepts and to support the mental preparation of students were used in the empiric study group while teaching continued in its present form in the control group. In the study, the control study group and the control experiment group students wrote texts involving the concept. Semantic functions of the concepts used in the factual text of both groups were compared. In the framework of findings, some suggestions were made for the development of teaching materials used in the teaching process of concepts and elimination of deficiencies in teaching concepts to teachers and instructors.