As computing today is included in many fields, there are many efforts, by science or national communities, to engage K-12 students in programming through national curriculums, many movements, and new programming tools. However, teaching introductory programming is not as successful as we would like it to be. Various assessments of student knowledge reveal flawed understandings of the taught concepts, which we call misconceptions. Misconceptions in programming refer to incorrect models of some programming concepts. Despite the emergence of a plethora of new programming languages, students experience the same or similar misconceptions as they did more than 30 years ago. Identifying misconceptions can be crucial to minimize or even prevent misconceptions for both teachers and students alike. Over the last few decades, numerous researchers have classified different types of misconceptions and the problems they cause when novices try to learn to program. Most studies about misconceptions are conducted at the undergraduate or graduate level using text- based programming languages, while, there is a lack of similar researches at the K-12 level. As K-12 students are in the early stages of cognitive development and have fewer preconceptions than undergraduates or graduates, it is reasonable to expect that they are not facing the same difficulties.