本研究利用凱利方格技術嘗試發展設計列聯表式二階層（Two-tier）國中電化學概念方格為工具與半結構式晤談的方法，以台北縣立某完全中學國三學生22名為對象，質量並重的探討學生在教學後的迷思概念分佈情形，建構學生另有概念架構。並嘗試探討迷思概念形成的原因，比較有專家特質的學生專家與生手對電化學概念之差異情形。研究發現學生在教學後主要迷思概念如下：
(1) 電子從負極流到正極，因此電極板負極發生失去電子的反應。
(2) 電解水等反應中沒有產生離子變原子的反應，所以反應中沒有得失電子。
(3) 學生以最近距離判斷，無法正確讀圖以題目的表徵判斷電流電子流方向。
(4) 認為電流只是電子的移動，並不包括離子移動。
(5) 受語言〝正負相吸〞影響，認為正極會吸引負離子，正極會吸引負離子， 負極吸引正離子。
(6) 電中性就是正離子個數等於負離子個數。
(7) 鹽橋的功用是溝通兩個電解槽中的離子，而不是提供離子。
(8) 電解水反應中，電極板附近產生氫氣或氧氣，氫氣或氧氣往上升而使電極板質量變輕。
(9) 以碳棒電解硫酸銅水溶液反應中，正極的銅原子變成銅離子游到負極析出，所以正極變輕負極變重，未考慮電極不參與反應。
(10) 電解氫氧化鈉溶液中的鈉離子在負極析出，負極變重正極質量不變。
其中跨情境的迷思概念有：(1)-(6)；情境依賴的迷思概念有：(7)-(10)。
學生專家與生手對電化學概念之主要差異為：學生專家能以微觀思考且概念間有效聯結；生手習慣巨觀思考且概念間缺乏有效聯結。最後，依據研究發現與討論，就教師教學提出建議，以做為未來教師進行概念改變教學策略設計決定之參考。

The present study is a Repertory Grid Technique(RGT) application. 9th grade students’ misconception in electrochemistry is chosen as the topic. In order to develop the instrument, a construct eliciting questionnaire has been done by 117 pupils. Cronbach αof the instrument is 0.94. Twenty-two volunteer students of Taipei county completed the grid evaluation, while 13 students with stable conceptions were interviewed. Distinction and comparison between expert pupils and novices were made. The major findings of misconceptions in electrochemistry are list as follows:
1. Electrons flow from negitive electrode through aqueous solution to positive electrode. Negitive electrode loses electrons and positive electrode gains electrons in the electrolysis reaction.
2. In electrolysis of water, there was no visible solid atom produced . So there was no loss or gain of electron.
3. Neglecting to refer to position of circuit, pupils fail to answer with the representation of question. It made them have a wrong judgement on the direction of electron flow.
4. The electric current was only the result of the movement of electrons, not the moving of the ions.
5. Refering to the influence of language, anion should move to positive electrode.
6. Electroneutrality means “Number of anion and number of cation are equal. ”
7. The function of a salt bridge was as a conjunction between two electrolysis cells, not as a source of supplying ions.
8. In electrolysis of water, gas produced made electrodes lose weight.
9. In electrolysis of copper sulfate solution, with carbon electrodes or copper electrodes made no differences.
Some of the misconceptions are found cross-situations, the others are not.
There are some critical differences between pupil experts and pupil novices. The pupil experts have well-organized concept and better microscopic-view. The Novice has poor concept connection and macroscopic-view.
At last, some suggestions of science teaching and further research are proposed.

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