Table 2. Misconception-inducing elements in diagrams of five textbooks

Textbook Misconception components
Vs - (Fig. 1) Lack of color intensity differentiation for the eastern Pacific region during La Niña, potentially causing misconceptions about SST conditions.
Mn - (Fig. 3) No explanation provided for the white arrows, which may be misinterpreted as trade wind directions.- Atmospheric and oceanic processes presented in separate schematics, making the coupled interaction of ENSO less intuitive.
Cj - (Fig. 7) No explanation provided for the white arrows, creating potential for misinterpretation.
Ks - (Fig. 9) No explanation provided for the meaning of the colors used to represent atmospheric circulation.- Arrows depicting surface warm water movement may misleadingly suggest vertical movement from deeper ocean layers, leading to possible misconceptions.
Kh - Atmospheric and oceanic processes presented in separate schematics, limiting intuitive understanding of ENSO as an atmosphere-ocean coupled system.
Vs, Visang education; SST, sea surface temperatures; Mn, MiraeN; ENSO, El Niño-Southern Oscillation; Cj, Chunjae education; Ks, Kumsung; Kh, Kyohaksa.