Misconceptions are common problems in chemistry education for teachers and students. These non-scientific ideas are reflecting students’ not consistent ideas, biases and daily-life experiences. This situation is an obstacle for students to learn chemistry topics. In the research, concept cartoons, which are intended to give information about heat and temperature subject, are used to get rid of misconceptions. Sample of the research is 35 students who are enrolled Elementary Science Education at Bent Ecevit University in 2010-2011. Heat and temperature concept test (HTCT) was used as data collection tool, which was developed by Başer (1996). Alpha Croanbach coefficient of test was 0.71. HTCT is not only developed to measure achievement but also to identification of misconceptions. The test consist of 19 multiple choice questions items and it can be used to detect 15 common misconceptions related to heat and temperature topic. Concept cartoons are used by some researchers in teaching heat and temperature concepts. (Keogh and Naylor 1999, Ekim 2007, Demir 2008). In the application of concept cartoons appropriate usage of the concepts are observed. Also the fact that observed, concept cartoons are helpful in transformation of misconceptions to scientific ideas

bazı yanlış kavramalar, derslerin doğru anlaşılmasına engel olmaktadır. Birçok öğrenci, öğretim sürecinden sonra bile, temel kavramları anlamada zorluk çekmektedir. Çoğu zaman da, öğrencilerin temel kavramlar hakkında sahip oldukları ön bilgiler bilimsellikten uzaktır. Driver (1985), bunun nedenlerinden birinin, eğitim süreci öncesinde öğrencilerin konuştuğu kişiler ya da medya yoluyla çevresel etkiler sonucu kafalarında oluşturdukları bazı fikirler olduğunu belirtmiştir. Nakhleh (1992), "kavram yanılgısı" terimini "yaygın olarak kabul edilen bilimsel anlayıştan farklı bir kavramsal terim" olarak tanımlamıştır. Kavram yanılgısı terimi yerine literatürde farklı tanımlamalar da kullanılmıştır: Driver ve Easley (1978), ön kavramlar (preconceptions); Driver ve Erickson

A descriptive study was conducted with 13 4th grade elementary science education students and 40 4th grade primary school education students at Zonguldak Bülent Ecevit University, Ereğli Faculty of Education, to examine the level of students' ability to associate chemistry knowledge on heat and temperature topic with daily events.Students were asked to solve 6 open-ended questions about the concepts of heat, temperature, boiling and phase change. Each question is a case, that we may encounter frequently in daily life. Students proposed an explanation for each case. Results of the research revealed the level of associating chemistry knowledge with daily life events of science and classroom teacher students was close to each other and was not at a sufficient level.