Physics teachers face the daily challenge of finding learning-promoting and subject-appropriate simplifications of physical concepts. It is important to reinforce existing knowledge while avoiding the development of new misconceptions. The authors describe in this book well-known explanations, experiments, and methods used in physics education that are misleading, confusing, or obstructive to learning, as well as common claims that contradict current research findings. Many contents, conceptual structures, experiments, and simplifications are heavily influenced by traditions. Therefore, some old paths need to be reconsidered, and caution should be exercised regarding certain pitfalls. For example, well-known experiments that are better omitted are highlighted, as they tend to create misconceptions rather than support understanding.