Abstract
ABSTRACTResearch has identified that teachers and students hold misconceptions about a wide range of physical geographical concepts. Drawing upon what is a growing body of research and personal classroom experience, this article attempts to draw together the underlying sources, or reasons, for such misconceptions. Using examples, the article demonstrates that everyday experiences in the home and within the local environment, together with myths and superstitions, children's fiction, popular films and news reports, all encourage misconceptions. In a formal geography classroom setting, the study shows that misconceptions arise from a number of sources, including the way information is presented in textbooks and other geographical resources, imperfections in teacher knowledge, as well as the messages and ambiguities conveyed in geographical terms and conventions. The article concludes by identifying the reasons why misconceptions are difficult to alter and briefly touches upon those areas within physical geography where misconceptions are likely to exist but have yet to be investigated.
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