Today, the aim of the modern science education is to gain required scientific attitude and cognitive process skills which are necessary for problem solving related to science that students encounter throughout their lives, rather than memorizing scientific knowledge about sciences (Bayrak ve Erden, 2007). Accordingly, in order to realize an effective science teaching; rather than transferring available knowledge about sciences to the students, making them learn concepts that constitute that knowledge and also keystones of that knowledge meaningly is needed (Gençer, 2006; Koray ve Tatar, 2003).

Students start their education having different experiences, ideas, and beliefs about scientific concepts. These ideas and beliefs which are far from being scientific and mostly gained after students’ own experiences are named as misconception (Tekkaya, Özkan ve Balcı, 2002). Especially due to the spirality of science and technology program, misconceptions which will be having at the previous years will be carried to the years ahead, and will be increasingly continued in terms of intensity (Yurd ve Oğlun, 2008). "Heat and temperature" subject in science and technology course is the one that is encountered in students' misconceptions most. One of the greatest reasons of this situation is that both concepts are used as substitutes for each other (Turgut ve Gürbüz 2011).

 In recent years, research in science education has concentrated on revealing of various conceptual understandings of students who have different levels of learning capacity. These studies have mostly conducted on the purpose of creating a solution with respect to determining the difficulties that students encounter on understanding of scientific concepts, revealing misconceptions, explaining, and also how to correct them. 

In this context, there is no study encountered nor about the variables which affect these misconceptions’ happening, neither about the relation between manner and misconception in the science and technology field. For this reason, it is thought that this study would show the way to the next studies

In this research, determining the relationship between attitudes towards science and technology course and misconceptions about “Heat and Temperature” of 5^th grade students is aimed. Moreover, determining the attitudes towards science and technology course, misconception levels about “Heat and Temperature”, and determining the variables that affect both attitudes towards science and technology course, misconceptions about “Heat and Temperature” are aimed in this research.

For this purpose five basic research questions have been asked:

For students who study at fifth grade;

1. What kind of attitudes towards science and technology course do they have?

2. What levels of misconceptions about the topic “Heat and Temperature” in science and technology course?

3.  Is there a significant difference between their attitudes towards science and technology course and their gender, extracurricular learning, and final exam mark of the science and technology course?

4. Is there a significant difference between their misconceptions about the topic “Heat and Temperature” and their gender, extracurricular learning, and final exam mark of the science course?

5. Is there a significant relationship between science and technology course and misconceptions?

Bayrak, B. ve Erden, M. A. (2007). The Evaluatıon of Scıence Currıculum, Kastamonu Education Journal, Vol:15, No:1, pp 137-154. Gençer, Z., (2006). The Study On Identify The Misconceptions of Primary Education 6th, 7th and 8th Grade Students about Cell, Gazi University Institute of Educational Sciences, Postgraduate Thesis. Koray, Ö., Tatar N., (2003). İlköğretim Öğrencilerinin Kütle Ve Ağırlık İle İlgili Kavram Yanılgıları Ve Bu Yanılgıların 6., 7. Ve 8. Sınıf Düzeylerine Göre Dağılımı, Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, Sayı:13, 187-198. Tekkaya, C., Özkan, Ş., Balcı, S., (2002). Lise Öğrencilerinin Fotosentez Konusundaki Kavram Yanılgılarının Tespiti: Karşılaştırmalı Bir Çalışma. (http://www.fedu.metu.edu.tr/ufbmek-5/ozetler/d033.pdf ). Turgut, Ü., Gürbüz, F., (2011). Effects of Teaching with 5e Model on Students’ Behaviors and Their Conceptual Changes about the Subject of Heat and Temperature, 2nd International Conference on New Trends in Education and Their Implications 27-29 April, 2011 Antalya-Turkey. (http://www.iconte.org/FileUpload/ks59689/File/327..pdf). Yurd, M., Olğun Ö.S., (2008). Effect Of Problem Based Learnıng and Know-Want-Learn Strategy To Remove Mısconceptıons, Hacettepe University Journal of Education Vol:35, 386-396.