Students come into the classroom with prerequisite theories and conceptions as results from everyday experiences and commonsense beliefs. As they progress through their education, these conceptions will be reinforced and it will be extremely difficult to change. Physics is no exception as the subject matter deals more closely about concepts in everyday situations. In order to teach physics effectively, it is the utmost important to identify these ideas beforehand. This paper provides an overview of some literatures pertaining to misconceptions and difficulties in introductory physics among high school and university students. Misconceptions and difficulties in mechanics are listed and described based on past studies in science education. Consequently, this paper also presents the implications these misconceptions have on teaching and learning physics and its role in conceptual cheas. Keywords misconception, introductory physics, mechanics, teaching and learning physics..

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