自古至今,「燃燒」一直是人類探索並希望了解的現象，它和我們日常生活、科技都有著密不可分的關係；不僅如此，在現今的教育中，它也是一個重要的主題，因此必須探討學生對它了解的程度，並找出學生的錯誤概念及其形成的原因。此研究成果，相信對中、小學有關此概念之教材及教法，必定有相當之助益。
本研究的主要目的為 1.探討學生對燃燒「條件」瞭解的程度。2.分析學生對燃燒「產物」的瞭解程度。3.國中二、三年級在燃燒概念上是否有差異。4.分析不同性別的學生在燃燒概念上是否有差異。5.探究學生對燃燒相關概念的錯誤概念類型。
本研究的研究工具為自行設計的燃燒概念診斷工具及開放式工具兩種，其中燃燒概念診斷工具主要探討燃燒的條件、燃燒的產物、燃燒的現象、熱與溫度；開放式工具主要探討燃燒前後質量的變化和燃燒的條件。燃燒概念診斷工具之庫李信度為0.72，效度為0.72，兩份測驗的研究對象相同，為台北縣、市共五所國中的二、三年級學生共407人。
研究結果顯示：
1.學生對燃燒主概念的答對率排列如下：溫度與熱＞燃燒的產物＞燃燒的條件＞相變化。(1)學生知道「燃燒」的三個條件，但若從各個條件來看的話，發現學生對三個條件都不了解。(2)學生大都已知道燃燒會產生氧化物與熱，但對深一層的「量的變化」卻只有少數人了解。
2.學生的年級及性別在燃燒概念的變異數分析上，都沒有達到統計上的顯著差異，但在「燃燒的產物」及「燃燒的條件」這兩個主概念上，有年級上之差異。
3.學生對「燃燒」有許多錯誤概念，主要包括：蠟燭燃燒的可燃物是「蕊」、氧氣助燃但不減少、燃燒是一種物理變化、燃燒是一種破壞的過程，熱具有質量。
4.由對燃燒概念開放式工具的X2考驗，可知學生對燃燒概念的正確與否與其能否推理有關(p<.01)。

The phenomenon of combustion has always been explored and investigated by mankind. It is closely intertwined with our daily life and technology. In addition, it is also an important topic in our current education. It is therefore essential to investigate students' understanding of the concept of combustion and also to discover their misconceptions and the reasons why these misconceptions are formed. The results of this study should be able to offer considerable assistance in terms of the teaching methods and teaching materials of the concept in question.
This study aimed to: (1) investigate students' levels of understanding of the conditions for combustion; (2) analyze students' understanding of the products of combustion; (3) investigate whether differences exist between 8th grade students and 9th grade students in their levels of understanding of the concept of combustion; (4) investigate whether differences existed between male and female students in their levels of understanding of the concept of combustion; (5) investigate the different types of misconceptions which students had towards concepts related to combustion.
The study used two self-designed instruments: a diagnostic instrument and an open-ended instrument. The diagnostic instrument of the concept of combustion investigated mainly the conditions, the products and the phenomenon, heat and temperature of combustion. The open-ended instrument examined mainly the changes in the mass before and after combustion and also the conditions for combustion. For diagnostic instrument of the concept of combustion, the Kuder and Richardson rehabihty was .72 and the validity was .72. The subjects of the two instruments were the same 407 students in the 8th and 9th grades in five junior high schools in both Taipei City and Taipei County.
The results of the study indicated as in the following:
1. The concepts which the students answered correctly about the major concept of combustion in order of decreasing quantity were heat and temperature>the products of combustion>the conditions for combustion>change in phase, (1) Students were aware of the three conditions for combustion. However, in terms of each single condition, it was revealed that the students understood none of this three conditions. (2) Most students knew that combustion could produce oxides and heat, but only a few understood the deeper change in quantity.
2.By the ANOVA of the variables of genders and grades indicated that no significant difference was attamed in tenns of the concept of combustion. However, is terms of the two major concepts of the products of combustion and the conditions of combustion, differences existed between this two grades.
3.The major misconceptions of students towards combustion included the following:
The combustible substance of the candle in the process of combustion was the wick.
Oxygen helped combustion but does not decrease in quantity.
Combustion was a physical reaction.
Combustion was a process ofdetniction.
Heat carried mass.
4.The chi-sqnare test of the open-ended instrument indicated that correct responses of the students conceptions of combustion was statistically related to their reasoning ability (p<01).