Abstract
This article explores misconceptions in geography instruction. These misconceptions have a great impact on teaching processes and, therefore, working with them is in integral part of instruction.
In the process of learning, childish notions (so-called preconceptions) come into conflict with scientific ideas presented at school. Due to the rigid nature of these preconceptions, such cognitive conflict often results in misunderstanding new terms or relationships between them and other terms (misconceptions).
The article defines preconception and misconception and explores a few examples of misconceptions in geography, based on classroom experience. The conclusion seeks to briefly outline possibilities for dealing with misconceptions in instruction.