本研究以學生對於「氣體」之迷思概念的研究為基礎，以多維量尺分析(MDS)及凱利方格法 (Repertory Grid Technique , RGT)，探索高二學生對於理解「氣體微觀模型」之認知因素；進而分析在教學前後，五位個案學生對於氣體的概念理解及改變的情形。
以自編之「氣體微觀模型」測驗為研究工具；該測驗計有五個版本，分別以五種常見之氣體概念：「膨脹靜止模型」、「破裂靜止模型」、「膨脹運動模型」、「破裂運動模型」、「氣體動力模型」，分別解釋十二種氣體現象；施測方式為將此測驗分成「氣體微觀模型測驗一」及「氣體微觀模型測驗二」兩部分。前者維持五個版本的形式，並以北縣某私立高職普通科自然組二年級24名學生為對象，每隔兩週分別施以上述五個版本測驗，前後共計十週；後者以十二種氣體現象為主題，在每個主題下將五個版本隨意排列，並以五名個案學生為研究對象。研究結果發現：
一、以MDS決定表徵概念理解之最少維度，發現學生之理解可以二度平面
加以表徵。
二、以「異同法」分別決定此二維度的認知因素意義，再以RGT中的
EXCHANGE分析確認上述之認知因素的意義，發現與「異同法」所得的
結果相同。
三、經由五個個案學生的EXCHANGE分析，可描述個案學生在教學前後概念
改變的內容及改變情形。
四、在同一個模型的概念下解釋不同的氣體現象，多數的個案學生有不一
致的表現。
五、在同一個氣體現象下，多數個案學生同意多種氣體概念。

This study is based on misconception about “Gas” students have, using the method of MDS（Multiple Dimension Scales）and RGT（Repertory Grid Technique）to find out the recognizing factors of that how students understand the “Microscopic
Gas Models”. Before and after instruction, we tried to analyze the 5 students’ understanding and concept changing about “ Gas.”
The instrument of “Microscopic Gas Models” which has 5 types was developed. It includes“Expanding- Static Model”, “Breaking- Static Model”, “Expanding- Movement Model”, “Breaking- Movement Model”, and “kinetic of gases Model” , and each explains twelve gas phenomena. The test way has two parts：“Microscopic
Gas Models —Test One”, and “Microscopic Gas Models —Test Two.”The former one keeps up the forms of five types to 24 students of one class. The latter one is the same 5 types but ranks these 5 informal to 5 students. Major findings were summari-
zed as follows:
1. The two-dimension scales of MDS could represent the students’ understanding
about “Gas”.
2. We determined the meaning of recognizing factors through "similarities- dissimilarities method ", and then made sure of them through "EXCHANGE ANALYSIS" in RGT, and it was found that the results of both the two ways were the same.
3. Through EXCHANG ANALYSIS to 5 students, it can describe their conception
change between before and after instruction.
4. Under 11 different gas phenomena in the same gas model, most students have different expressions.
5. At the same gas phenomena, most students agree with many conceptions about gas.

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Lynch, P. P. (1996). Students’ Alternative Frameworks for the Nature of Matter: a Cross-culture Study of Linguistic and Cultural Interpretation. International Journal in Science Education, 18(6), 743-752.
Mas, C. J. F., Perez, J. H. & harris, H. H. (1987). Parallels Between Adolescents’ Conception of Gases and the History of Chemistry. Journal of Chemistry Education, 64, 616-618.
Maskill, R. (1997). Young Pupils Ideas About the Microscopic Nature of Matter in Three Different European Countries. International Journal of Science Education, 19(6), 631-645.
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Morine-Dershimer, G., Saunders, S., Artiles, A. J., Mostert, M. P., Tankersley, M., Trent, S. C. & Nuttycombe, D. G. ( 1992). Choosing among alternatives for tracing conceptual chance. Teaching & Teacher Education. 8 (5/6), p471-483.
Munby, H. (1984). A qualitative approach to the study of a teacher's beliefs. Journal of Research in Science Teaching, 21(1), p27-38.
Nersessian, N. (1989). Conceptual change in science and in science education. Syntheses, 80(1): 163-84.
Noh, T. & Scharmann, L. C.(1997). Instructional Influence of a Molecular-Level Pictorial Presentation of Matter of Students’ Conceptions and Problem-Solving Ability. Journal of Research in Science Teaching, 34(2), 199-217.
Novick, S. & Nussbaum, J. (1978). Junior High School Pupils’ Understanding of the Particulate Nature of Matter: An Interview Study. Science Education, 62(3), 273-281.
Novick, S., Nussbaum, J.(1981) Pupils’ Understanding of the Particulate Nature of Matter: A Cross-Age Study. Science Education, 65(2), 187-196.
Owens, John E. (1988). Preservice secondary mathematics teachers' constructs of mathematics and mathematics teaching. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.
Perkins, D.N., & Simmons, R. (1988). Patterns of misunderstanding: An integrative model for science, math, and programming. Review of Educational Research,58(3), 303-326.
Reiner,M. (1991). Patterns of thought on light, and underlying commitments. In R. Duit, F. Goldberg, & H. Niedderer(Eds.) Research in Physics Learning: Theoretical Issues and Empirical Studies(pp.99-109.). Kiel, Germany:IPN,University of Kiel.
Rollnick, M.S. & Rutherford, M.(1993). The Use of a Conceptual Change Model and Mixed Language Strategy for Remediating Misconceptions on Air Pressure. International Journal of Science Education, 15(4), 363-381.
Selley, N. J. (1981). Children’s Understanding of Atoms and Molecules, (mimeograph). Kingston: Kingston Polytechnic.
Sere, M. (1987). A Study of Some Frameworks Used by Pupils aged 11-13 years in the Interpretation of Air Pressure. European Journal of Science Education, 4(3), 299-309.
Sere, M. G. (1987). The Gaseous State. In Driver, R. Guesne, E. & Tiberghien, A. (Eds.), Children’s Ideas in Science. UK. : Open University Press.
Shapiro, B. L. (1987). What children bring to light: A study of personal orientation to science learning. ERIC Document Reproduction Service No, ED 306137.
Shaw, M. & Gaines, B. (1995). Comparing Conceptual Structures: Consensus, Conflict, Correspondence and Contrast. http://ksi.cpsc.calgary.ca/articles.
Shepherd, D. L. & Renner, J. W. (1982). Student Understandings and Misunderstanding of State of Matter and Density Changes. School Science and Mathmatics, 82(8), 650-665.
Solos, J.(1992). Investigating teacher and student thinking about the process of teaching and learning using autobiography and repertory grid. Review of Educational Research, 62(2), p205-225.
Stavy, R. (1990). Children’s Conception of Changes in the State of Matter: from Liquid (or Solid) to Gas. Journal of Research in Science Teaching, 27(3), 247-266.
Stead, K.(1983). Insights into students' outlooks on science with personal constructs. Research in Science Education, 13, p163-176.
Tytler, R. (1992). Children’s Explanation of Air Pressure Generated by Small Group Activities. Research in Science Education, 22, 393-402.
Walker, R. M. (1984). Construct systems of seventh-grade students and their relationships to reading achievement. ERIC Document Reproduction Service No, ED 264532.
Watson, J., McEwen, A. & Dawson, S. (1994). Sixth form a level students' perceptions of the difficulty, intellectual freedom, social benefit and interest of science and arts subjects. Research in Science & Technological Education. 12 (1), p43-52.
Williamson, V. M., Abraham, M. R.(1995) The Effects of Computer Animation on the Particulate mental Models of College Chemistry Students. Journal of Research in Science Teaching, 32(5), 521-534.
Winer, L. R. & Vazquez, A. J. (1995). The potential of repertory grid technique in the assessment of conceptual change in physics. Paper presented at the Annual Meeting of the American Educational Research Association , San Francisco.
Yang, C. T., Tseng, S. S., Chuang, S. W. Chung, C. D. & Shih, W. C. (1998). A new model exploiting loop parallelization using knowledge-based techniques. Proc. Natl. Sci. Counc. ROC, (A), 22(3), p319-332.
Lamber, R., et al. (1997). The repertory grid as a qualitative interviewing technique for use in survey development. Paper presented at the Annual Meeting of the American Educational Research Association , Chicago.
Latta, G. F. & Swigger, K. (1992). Validation of the repertory grid for use in modeling knowledge. Journal of the American Society for Information Science, 43(2), P115-129.
Lynch, P. P. (1996). Students’ Alternative Frameworks for the Nature of Matter: a Cross-culture Study of Linguistic and Cultural Interpretation. International Journal in Science Education, 18(6), 743-752.
Mas, C. J. F., Perez, J. H. & harris, H. H. (1987). Parallels Between Adolescents’ Conception of Gases and the History of Chemistry. Journal of Chemistry Education, 64, 616-618.
Maskill, R. (1997). Young Pupils Ideas About the Microscopic Nature of Matter in Three Different European Countries. International Journal of Science Education, 19(6), 631-645.
Middleton, J. A. (1992). Teachers' vs. students' beliefs regarding intrinsic motivation in the mathematics classroom: A personal constructs approach. Paper presented at the Annual Meeting of the American Educational Research Association , San Francisco.
Middleton, J. A., Littlefield, J. & Lehrer, R. (1992). Gifted students' conceptions of academic fun: An examination of a critical construct for gifted education. Gifted Child Quarterly, 36 (1), p38-44.
Morine-Dershimer, G., Saunders, S., Artiles, A. J., Mostert, M. P., Tankersley, M., Trent, S. C. & Nuttycombe, D. G. ( 1992). Choosing among alternatives for tracing conceptual chance. Teaching & Teacher Education. 8 (5/6), p471-483.
Munby, H. (1984). A qualitative approach to the study of a teacher's beliefs. Journal of Research in Science Teaching, 21(1), p27-38.
Nersessian, N. (1989). Conceptual change in science and in science education. Syntheses, 80(1): 163-84.
Noh, T. & Scharmann, L. C.(1997). Instructional Influence of a Molecular-Level Pictorial Presentation of Matter of Students’ Conceptions and Problem-Solving Ability. Journal of Research in Science Teaching, 34(2), 199-217.
Novick, S. & Nussbaum, J. (1978). Junior High School Pupils’ Understanding of the Particulate Nature of Matter: An Interview Study. Science Education, 62(3), 273-281.
Novick, S., Nussbaum, J.(1981) Pupils’ Understanding of the Particulate Nature of Matter: A Cross-Age Study. Science Education, 65(2), 187-196.
Owens, John E. (1988). Preservice secondary mathematics teachers' constructs of mathematics and mathematics teaching. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.
Perkins, D.N., & Simmons, R. (1988). Patterns of misunderstanding: An integrative model for science, math, and programming. Review of Educational Research,58(3), 303-326.
Reiner,M. (1991). Patterns of thought on light, and underlying commitments. In R. Duit, F. Goldberg, & H. Niedderer(Eds.) Research in Physics Learning: Theoretical Issues and Empirical Studies(pp.99-109.). Kiel, Germany:IPN,University of Kiel.
Rollnick, M.S. & Rutherford, M.(1993). The Use of a Conceptual Change Model and Mixed Language Strategy for Remediating Misconceptions on Air Pressure. International Journal of Science Education, 15(4), 363-381.
Selley, N. J. (1981). Children’s Understanding of Atoms and Molecules, (mimeograph). Kingston: Kingston Polytechnic.
Sere, M. (1987). A Study of Some Frameworks Used by Pupils aged 11-13 years in the Interpretation of Air Pressure. European Journal of Science Education, 4(3), 299-309.
Sere, M. G. (1987). The Gaseous State. In Driver, R. Guesne, E. & Tiberghien, A. (Eds.), Children’s Ideas in Science. UK. : Open University Press.
Shapiro, B. L. (1987). What children bring to light: A study of personal orientation to science learning. ERIC Document Reproduction Service No, ED 306137.
Shaw, M. & Gaines, B. (1995). Comparing Conceptual Structures: Consensus, Conflict, Correspondence and Contrast. http://ksi.cpsc.calgary.ca/articles.
Shepherd, D. L. & Renner, J. W. (1982). Student Understandings and Misunderstanding of State of Matter and Density Changes. School Science and Mathmatics, 82(8), 650-665.
Solos, J.(1992). Investigating teacher and student thinking about the process of teaching and learning using autobiography and repertory grid. Review of Educational Research, 62(2), p205-225.
Stavy, R. (1990). Children’s Conception of Changes in the State of Matter: from Liquid (or Solid) to Gas. Journal of Research in Science Teaching, 27(3), 247-266.
Stead, K.(1983). Insights into students' outlooks on science with personal constructs. Research in Science Education, 13, p163-176.
Tytler, R. (1992). Children’s Explanation of Air Pressure Generated by Small Group Activities. Research in Science Education, 22, 393-402.
Walker, R. M. (1984). Construct systems of seventh-grade students and their relationships to reading achievement. ERIC Document Reproduction Service No, ED 264532.
Watson, J., McEwen, A. & Dawson, S. (1994). Sixth form a level students' perceptions of the difficulty, intellectual freedom, social benefit and interest of science and arts subjects. Research in Science & Technological Education. 12 (1), p43-52.
Williamson, V. M., Abraham, M. R.(1995) The Effects of Computer Animation on the Particulate mental Models of College Chemistry Students. Journal of Research in Science Teaching, 32(5), 521-534.
Winer, L. R. & Vazquez, A. J. (1995). The potential of repertory grid technique in the assessment of conceptual change in physics. Paper presented at the Annual Meeting of the American Educational Research Association , San Francisco.
Yang, C. T., Tseng, S. S., Chuang, S. W. Chung, C. D. & Shih, W. C. (1998). A new model exploiting loop parallelization using knowledge-based techniques. Proc. Natl. Sci. Counc. ROC, (A), 22(3), p319-332.