Misconceptions in physics are persistent explanatory frameworks that develop in early infancy and continue throughout primary, secondary, and university education, even among pre-service educators. Instead of being eradicated through formal education, these intuitive notions often coexist with scientific principles, resulting in a disjointed or contextually dependent comprehension. This review consolidates recent studies on the origin, endurance, and alteration of misunderstandings across several educational stages and physics disciplines, encompassing mechanics, thermal phenomena, energy, and electromagnetism. It emphasizes that misconceptions are influenced by perceptual experiences, linguistic norms, and evaluative methods that favour procedural fluency over explanatory reasoning. The paper analyzes instructional methods that facilitate conceptual change, highlighting hands-on and virtual experimentation, guided inquiry, diagnostic evaluation, and innovative digital and AI-driven technologies. The research identifies cross-cutting themes that emphasize the significance of cognitive conflict, explicit interaction with learners' concepts, and coherent conceptual advancement in curriculum. Significant study deficiencies encompass the necessity for longitudinal studies, examinations of transfer and durability, and a more profound inquiry into teacher education as a domain for conceptual advancement. The findings emphasize the importance of intentional conceptual education and comprehensive teacher preparation to foster lasting and significant comprehension in physics.
Konstantinos T. Konstantinos T. Kotsis (Wed,) studied this question.