本研究旨在設計莫耳概念診斷工具以探討學生對莫耳概念的瞭
解，找出學生的錯誤概念，並探討學生的認知發展與莫耳概念學習的
相關性。研究對象為高職化工科一至三年級的學生，共903人。
本研究所採用的工具包含兩部份:(1)「莫耳概念紙筆式診斷
測驗」，包括莫耳基礎概念、莫耳相關概念與莫耳計量概念等三大主
要概念，共有選擇題四十題;(2)「比例推理能力測驗」，是一種
示範群測工具。
主要研究發現如下:
1．學生對莫耳基礎概念缺乏瞭解：無法從化學式中分辨原子與分
子、不瞭解化學式中元素符號與下標數字的意義、不能區分原子
量與分子量的意義。
2．學生對莫耳相關概念存有許多的錯誤概念；認為莫耳為質量或濃
度的單位、不論是分子或原子組成約兩物質只要莫耳數相同，則
質量、分子數或原子數都會相同。
3．學生在莫耳計量概念上之計算方法錯誤：認為分子式A，B。中，B
原子之質量、莫耳數或原子數為AxBy，分子之質量、莫耳數或分子
數的Y/(X+Y)倍。
4．學生對定性概念之缺乏瞭解並不會影響其對定量問題的計算，可
能原因為學生將化學計量視為一種數學上的計算。
5．學生在莫耳概念上的學習成就與其比例推理能力在統計上有顯著
的相關性(P＜.001)。

The purposes of this study were to probe into the understanding ot mole concepts of students, to investigate students' misconceptions, and to find the relationships between students' cognitive development and achievement of mole concepts. The subjects were students from grade 10 to 12. Totally 903 students completed the tests,
The instruments used in this research were as followings: (1) "Diagnostic test of mole concepts with a paper and pencil multiple choice format". In this test it consisted of three main topics: basic mole concepts, mole related concepts and stoichiometry of mole concepts. (2) "Proportional reasoning ability test". It was a group demonstration test.
The main findings of this paper were: (1) Students' held some misunderstandings of basic mole concepts. Students could not recognize atoms and molecules from chemical formulas, could not identify chemical symbols and subscripts in a chemical formula, and could not distinguished the meanings of atomic weight and molecular weight. (2) Students had some misconceptions of the mole concepts. Students thought that the concepts of mole are the units of mass, or the units of concentration. Two materials with the same numbers of moles whether they composed of molecules or atoms, if their numbers of mole were the same, then they were the same in quantity of mass, numbers of molecules or atoms. (3) Students incorrectly used stoichiometry of mole concepts. Students thought that quantity of mass, or number of mole, or numbers of atom in atom B in molecule AxBy was y / ( x+y ) times the quantity of mass, number of mole or number of molecule of AxBy. (4) Students' misunderstanding of mole concepts qualitatively would not affecting their calculation abilities in the quantitative problems. It is probably that students treated this kind of problems as mathematics. (5) There was a significant correlation statistically ( p<.001 ) between students' proportional reasoning abilities and the achievement of mole concepts.