These misconceptions are surprisingly widespread, even among university
students and teachers. The second part of the review concerns teachers and teaching. Included are studies
about teachers’ awareness of their students’ misconceptions, the effectiveness of typical physics
instruction, teaching interventions with students, and professional development of teachers. These studies
illustrate a number of effective methods for teaching students and teachers about projectiles and orbital
motion. The article ends with conclusions drawn from the research and recommendations for curriculum
development and teaching. So as to avoid redundancy, this article will assume that readers have read Part I
of this review, which appears in the same issue of the Astronomy Education Review.