This textbook helps teacher education students, trainees, and physics teachers better understand what lies behind student statements. Often, student responses in physics classes deviate from what teachers expect or hope for. These responses are influenced by the everyday experiences of the students. It is crucial for teaching and learning physics to consider the prior knowledge, concepts, and thought patterns that children and adolescents already possess. Based on this foundation, learners process new information. The authors present the current understanding of student conceptions regarding physical concepts and offer solutions for problems encountered in school instruction. The first three chapters address the theoretical foundations as well as strategies for dealing with student conceptions.