  Students often enter physics classrooms with deeply ingrained misconceptions
stemming from everyday experiences. These misconceptions challenge educators,
as students often resist information that conflicts with their preconceptions.
The first aim of this manuscript is to summarize the existing literature on
misconceptions in university physics, reviewing misconceptions' sources,
diagnoses, and remediation strategies. Most of this literature has concentrated
on classical physics. However, quantum physics poses unique challenges because
its concepts are removed from everyday experiences. This signals the need to
ask how well existing strategies for addressing misconceptions apply to quantum
physics. This is underscored by the recent surge of people from diverse
backgrounds entering quantum physics because of the growing significance of
quantum technologies. To help answer this question, we conducted in-depth
interviews with quantum physics instructors at the University of Waterloo who
have collectively taught over 100 quantum physics courses. These interviews
explored common misconceptions in quantum physics, their origins, and effective
instructional techniques to address them. We highlight specific misconceptions,
such as misunderstanding of entanglement and spin, and successful teaching
strategies, including ``misconception-trap quizzes.'' We integrate insights
from the literature review with our interview data to provide an overview of
current best practices in addressing physics misconceptions. Furthermore, we
identify key research questions that warrant further exploration, such as the
efficacy of multi-tier tests in quantum physics and developing a cohesive
quantum curriculum. This paper aims to inform educators and curriculum
developers, offering practical recommendations and setting a research agenda to
improve conceptual understanding in classical and quantum physics.
