“…Studies found that water droplets formation on a room temperature-water bottle (Gopal, Kleinsmidt, Case, and Musonge, 2004), the presence of bubbles in boiling water (Alwan, 2011;Aydeniz and Kotowski, 2012;Gultepe, 2016), the mechanism of rain (Thompson and Logue, 2006;Michail, Stamou, and Stamou, 2007) or the difference between melting and dissolving (Durmuş and Bayraktar, 2010;Smith and Nakhleh, 2011) were commonly misunderstood. Other studies also proved that misconceptions about the state of matter were widespread across the educational level, from junior high school students (Tsitsipis, Stamovlasis, and Papageorgiou, 2012;Slapničar, Tompa, Glažar, and Devetak, 2018), senior high school students (Adadan, Irving, and Trundle, 2009;Treagust et al, 2010;Kirbulut and Geban, 2014) to preservice teachers (Tatar, 2011). Liu and Lesniak (2005) study evaluated elementary to senior high school students' understanding of mat-ter, and they found that students faced difficulties in understanding the state of matter changes, such as physical and chemical properties changes.…”