過去研究顯示氣體粒子觀念對於探索學生的概念形成能提供良好的指引，而面對新舊課程的轉換此特定概念的教學規劃亦有不同的設置。因此本研究目的在於(1)開發有關理想氣體方程式的評量工具及基準，促進教師在氣體概念和相關認識論層面的教學知識，並可作為教師未來命題的參考。(2)新舊教材與自編教材對學生氣體粒子概念及其認識論基礎，是否有所差異？(3)修改針對「氣體粒子概念形成」所設計的教材，提供教師未來進行該單元教學時的參考。
研究者根據現行新舊教材，以及自編的教材，以講述式教學在「理想氣體方程式」的單元中，分別對台北縣某高中的三個班進行施教。結束後收集該單元之測驗成績，並請學生完成研究者針對氣體概念所設計的問卷。所得的資料依據改編自Perry(1970)基模的尺度進行考評，而後使用統計方法檢驗問卷的信度效度，及學生在本問卷表現的差異。
研究結果如下：(1)與絕對零度有關的開放式問題，較能測出學生對粒子概念的認識。(2)本問卷經過樣本學生表現的檢驗後，證明其穩定性和有效性，可繼續發展，以作為未來評量或研究的參考。(3)使用新教材及自編教材班級的月考成績，在考量先備知識差異後，與使用舊教材班級有顯著差異。(4)觀察使用三種不同教材的班級的問卷分數表現，發現在絕對零度，以及真實氣體的相關問題中有所鑑別，但其他題目則無差異存在。(5)融入理想氣體發展史中衝突概念的自編教材，經問卷及月考成績的檢驗後，顯示學習自編教材，與學習舊教材的經驗不同，但與學習新教材相比幾無差異。(6)學習自編教材與新教材的班級，除了在理想氣體與真實氣體差異的題目呈現顯著差異外，其餘成就則相似。

Investigation of gas particles idea, which revealed in previous study , can provide the good direction for student's conceptual formation. Facing the transformation between new and old curriculum, establishment of teaching program for the specific concept is also different. Therefore, the study aims at three purposes lies in (1) Develop assessment tool and criteria about ideal gas equation, which prompts the pedagogical recognition to gas concept and related epistemological dimension and are regarded as the reference to teachers’The researcher uses the above teaching material to instruct three classes in high school in Taipei county. Afterwards researcher collects the test achievement of the unit, and let the students in the class fillout the questionnaire based on the concept of gas particles. Colleted data were not only appraised by the yardstick revised from Perry (1970) schema, but also were used by statistical methods to acquire the validity and reliability of the examination as well as to compare the differences in performance among these students. formulation of questions in the future. (2) Exhibit the diversity of the old, new, and researcher-edited teaching materials providing with gas particles concept and epistemological foundation. (3) The teaching material designed for the formation of gas particle concept can adopted to suit individual demand.
The researcher uses the above teaching material to instruct three classes in high school in Taipei county. Afterwards researcher collects the test achievement of the unit, and let the students in the class fillout the questionnaire based on the concept of gas particles. Colleted data were not only appraised by the yardstick revised from Perry (1970) schema, but also were used by statistical methods to acquire the validity and reliability of the examination as well as to compare the differences in performance among these students.
The results of the research present as follows (1) The problem about absolute zero measure further the students’ knowledge in particle concept. (2) The questionnaire confirmed the validity and reliability through students’ performance in the examination will be continuously developed and will become the latter assessment and inquiry basis.(3) Students who learn new and edited teaching material are significantly different from the students who learn old teaching material after antecedent knowledge consideration in monthly test achievement. (4) Observation from grade tendency reveals the demarcation in absolute zero and real gas related problems. (5) After monthly test and questionnaire examination, we think there is discrepancy between learning experience of edited teaching material including the conflicting concept in ideal gas history and old teaching material, but the former is consistent with learning experience of new teaching material.(6) The performance of class students who learn edited or new teaching material is similar except for the slight differce in the performance of questions on ideal gas and real gas.

史嘉章 (2002)：發展二階層試題以探討國高中學生氣體迷思概念。台北市：國立台灣師範大學碩士論文。
李素卿 譯 (1999)：當代教育心理學。台北市：五南。Thomas L. Good & Jere Brophy (1995). Contemporary Educational Psychology (5yh ed.). USA: Longman Publishers.
林清山 譯 (2001)：教育心理學—認知取向，版3。台北市：遠流。Richard E. Mayer (1987). Educational Psychology.
林建福、溫明麗等譯(2002)：行動研究教育學。台北市：洪葉文化。
林懿萱 (2001)：新制實習制度下國中理化實習教師的專業成長：質性個案研究。台北市：國立台灣師範大學碩士論文。
國立台灣師範大學科學教育中心(1999)：高級中學化學第一冊。台北市：國立編譯館。
修慧蘭 (2003)：認知取向的教學。載於黃國彥校對：教育心理學. (pp.261- 308)。台北市：心理出版社。
張新仁 主編 (2003)：學習與教學新趨勢。(pp.23 - 51)。台北市：心理出版社。
郭靜晃、李淑娟、曾端真 等 (1994)：心理學。台北市：揚智文化。
陳文靜 (2000)：原子與電子發展史融入教學對高一學生科學本質觀改變之研究。高雄市：國立高雄師範大學碩士論文。
陳秋瑾 (1992)：論國小美勞科教師應具之特質。台北市：藝風堂。
陳淑媛 (1997)：融入科學史於高中基礎理化教學之行動研究。高雄市：國立高雄師範大學碩士論文。
陳義勳 (1998)：國小高年級學生自然科學中力學單元迷思概念之研究。臺北市立師範學院學報，27，83-104。
曾慧敏 (2003)：認知取向的教學。載於黃國彥校對：教育心理學。(pp.261- 308)。台北市：心理出版社。
段曉林(2002) 促進理解之科學教學。在黃台珠、熊召弟、王美芬等 譯(2002)：促進理解之科學教學。台北市：心理出版社。Joel J. Mintzes, James H. Wandersee & Joseph D. Novak (Eds.). (1998). Teaching science for understanding: a human constructivist view.
黃芳裕、惠沁宜 (2002)：引導式實驗：一種後現代科學教學模式。台北市：國立台灣師範大學碩士論文。
黃芳裕、蕭立成(2 0 0 4)：主題式評量研究與實踐之蘊義。台北市：國立台灣師範大學碩士論文。
黃芳裕、羅弘志(2003)：在教育政策轉換下之科學實習教師專業成長：個案研究。台北市：國立台灣師範大學碩士論文。
黃芳裕、劉佳育 (2002)：教師專業成長：不同領導類型下個案教師成長分析。台北市：國立台灣師範大學碩士論文。
黃芳裕 (1994)：學生使用科學知識省察表徵分析。台北市：國立台灣師範大學博士論文。
黃莉伶 (2004)：科學主題式閱讀教學對國小高年級學童科學概念及科學態度之影響。(陳義勳教授指導)。臺北市立師範學院碩士論文。
黃寶鈿、李武勳 (2001)：氣體粒子概念之教具設計與教學應用。科學教育。241, 61-63。
鄒慧英 譯 (2003)：測驗與評量─在教學上的應用。台北市：洪葉文化。Robert L. Linn & Norman E. Groulund (2000). Measurement and Assessment in Teaching.
廖國智 (2001)：以心智模型理論分析科學實習教師的專業表徵。台北市：國立台灣師範大學碩士論文。
熊召弟、王美芬、段曉林、熊同鑫 譯(2001)：科學學習心理學。台北市：心理出版社。S. M. Glynn, R. H. Yeany, & B.K. Britton. (1994). The Psychology of Learning Science.
Baxter Magolda, M. B. (1987). Gender differences in cognitive development. Paper presented at the annual meeting of the American Educational Research Association, Wistington, DC.
Baxter Magolda, M. B. & Ponterfield, W. D. (1988). Assessing intellectual development: the link between theory and practice. ACPA Media publication No. 47, ED. 324, 617.
Kathleen Cornely-Moss (1995). Kinetic of Gases. Journal of Chemical Education, 72, 715-716.
Mansoor Niaz (2000). A rational reconstruction of the kinetic molecular theory of gases based on history and philosophy of science and its implications for chemistry textbooks. Instructional Science, 28, 23-52。
Mansoor Niaz (2000). Gases as idealized lattices: a rational reconstruction of students’understanding of the behavior of gas. Science & Education, 9, 279-287.
Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: a scheme. New York: Holt, Rinehart.
Perry, W. G. (1970). (1977) Intellectual and ethical forms of development. Pupil Personnel Service Journal, 6, 61-68.
Stephen G. Brush. (1986). The Kind of motion we call heat ─ a history of the kinetic theory of gases in the 19th century(2). The Netherlands: Elsevier Science Publishers.
Susan C. Nurrenbern & Miles Pickering (1993). Conceptual Learning versus Probrem Solving: Is There a Difference? Journal of Chemical Education, 70, 190-192.
Taehee Noh & Lawrence C. Scharmann (1997). Instructional Influence of a Molecular-Level Presentation of Matter on Students’ Conceptions and Problem-Solving Ability. Journal of Research in Science Teaching, 34, 197-217