This study aims to provide an overview of scientific articles written in the field of misconceptions about heat and temperature in elementary science education. The study is a document analysis study. The data were analyzed by content analysis method. In this study, "Yöktez", "Google Scholar", "ERIC" and "Ulakbim" databases of national and international articles, theses and congress studies on heat and temperature between 2007 and 2022 were examined. The keywords "heat and temperature", "heat", "temperature", "misconception" and "elimination" were used to access these studies scanned in the databases. This study constitutes a compilation of 21 scientific studies that meet the specified criteria. One hundred and eighty-six misconceptions about heat and temperature were identified in the studies analyzed for the years 2007-2022. Multiple-choice tests have been widely used to identify misconceptions about heat and temperature. Recently, it is seen that open-ended questions or semi-structured interview forms are preferred along with multiple-choice tests to identify misconceptions. In the studies conducted, it was determined that conceptual change texts technique and 5E learning model were widely used in eliminating heat and temperature misconceptions. In line with the findings, it is suggested that starting concept teaching at an early age will have more positive results for the learners. It may be useful to emphasize cross-sectional, longitudinal and sequential studies on concept teaching. Including the methods and techniques used in concept teaching more in subjects with misconceptions such as heat and temperature may contribute to teaching. Similar studies can be included in subjects such as force and motion.

Heat, Temperature, Misconceptions.