本研究主要是藉由問卷及晤談的方式探討295位高一學生對於生物演化概念之認知情形。研究是先以問卷進行紙筆測驗，以了解高一學生生物演化概念的了解程度。此外，進一步選取紙筆測驗的三種解釋架構的學生為晤談對象，以瞭解高一學生在生物演化概念方面所具有的迷思概念，並以Chi之本體分類論為基礎，分析學生演化概念的本體分類情形。本研究結果發現如下：
一、高一學生在天擇之演化過程方面，學生的瞭解多不完整，並且存有許多迷思概念。
二、學生關於演化機制的迷思概念，在解釋架構方面可分為五大類型：(1)目的造成改變演化型；(2)目的造成一代基因改變演化型；(3)目的造成多代基因改變演化型；(4)環境造成加強性狀演化型；(5)獵物與捕食者相互影響演化型。在演化相關概念上包括「變異的來源」、「性狀的遺傳」、「演化的機制與意義」、「演化名詞的使用」等方面具有迷思概念。
三、持有達爾文論解釋架構的學生對演化過程的瞭解，大多傾向突現過程的概念，而持有拉馬克論及目的論解釋架構的學生則大多傾向以因果過程的概念來看待生物的演化過程。
四、學生的概念結構模式可分為三類六種，偏達爾文論的科學概念結構模式和概念結構模式1、偏拉馬克論的概念結構模式2和概念結構模式3以及偏向目的論的概念結構模式4和概念結構模式5六種。
本研究亦對未來相關研究、以及教學上提出建議，以供參考。

The purpose of this study was to probe 295 10th grade students’ conceptual cognition about organism evolution by questionnaire and interview. The questionnaire was to examine students’ organism evolution concept. In order to understand 10th grade students’ misconceptions of organism evolution, three types of explaining framework were selected as the interview subjects, and to utilize ontological categories of Chi as framework to analyze the ontological commitment for organism evolution concept of the students. The following conclusions were drawn:
1. As to the evolution mechanism-“natural selection”, the 10th graders failed to have a complete understanding of the evolution concepts of Darwinian and hold a lot of misconceptions.
2. There were five types of misconceptions in students’ explaining framework for evolution mechanism. It included: (1)The goal of survive creates the change evolution; (2)The goal of survive creates a generation of gene change evolution; (3)The goal of survive creates many generations of genes change evolution; (4)The environment creates strengthens the character evolution; (5)The prey mutually affects the evolution with predator evolution. In the evolution-related concept, the students had misconceptions including the area of “the origin of variation”, ”the heredity of Character”, ”mechanism and significance about evolution” and ”the use of evolution noun”.
3. From analyzing three groups of students’ interviewing data, the researcher found out that the students, who held Darwinian explaining framework, tended to use emergent process category in ontology to explain the evolution process; the students, who held Lamarckian or Teleological explaining framework, tended to use causal process category in ontology to explain the evolution process.
4. Students’ concept structure model fell into six types in three categories: (1)Darwinian scientific concept structure model and Darwinian concept structure model 1; (2)Lamarckian concept structure model 2 and Lamarckian concept structure model 3; (3)Teleological concept structure model 4 and Teleological concept structure model 5.
From these findings, the researcher provided recommendations for further studies, science curriculum design, and science teaching about evolution.

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