Abstract
Abstract A number of student misconceptions commonly surface in introductory physical geography classes. They often seem to have a life of their own and persist from one generation to the next. The repetition of and a reluctance to discard such erroneous notions result in their perpetuation. In addition to locational misplacements, misconceptions are also common in the oceanographic, atmospheric, and geomorphic realms. Appropriate correction and explanation is offered, where possible, to clarify problem situations. Exposure of these myths can serve as a useful pedagogical tool.
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