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Instead of telling the student that they are wrong, you can turn the misconception into a lesson. Probably go back to the basics, make an activity out of it, or question the student's thinking and see where they misinterpreted the information given. This way the student will know what the truth is and maybe see where they went wrong in their thinking.

I believe that when it comes to addressing common science misconceptions, they have to be approached on an individual basis as they relate to the lesson at hand.  With that being said, I suggest attacking the misconception by proving the truth that debunks it.  That 'proof' may be in the form of a live demonstration, a video, reading resources, or more.