Although students' conceptions of science concepts have been extensively investigated, research examining the conceptions of students with mild special education needs is limited. This study aims to investigate the conceptions of primary school students with mild special educational needs about heat, temperature, thermal equilibrium, and thermal conductivity. Semi-structured interviews were used as a data collection tool and were applied to five 12-year-old students with mild special educational needs. The analysis of the students' responses revealed that they use conceptions about heat, temperature, thermal equilibrium, and thermal conductivity that are different from school knowledge. The findings of this work may be applied in both research and educational contexts.

 

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