本研究主要採質性的研究法，分為兩個階段，第一階段施以問卷施測，將國中理化中的四種與物質性質與變化有關的概念「物理性質與變化、化學性質與變化、質量守恆、結構與組成」跟日常生活作結合，並形成一份開放性的問卷。以台北縣、市兩所國中的七、八、九年級的學生(N=306)共九個班級作為研究對象，經廣泛的收集資料後，以頻率(百分比)的方式呈現，並使用Perry基模(1970)來加以分析、討論，而後形成初步的推論。並從該階段中挑選合適的學生以進行第二階段的訪談。
第二階段以半結構式的訪談來收集資料，並使用neo-Piagetian的概念結構和描述現象的方法，來探討國中學生在物質性質與變化概念進展模型。我們訪談30位七~九年級的學生有關於物質(水，醋，蘇打粉)的概念以及結合物質的概念。我們發現學生在國中時期在化學科學概念上的進展是多方面的。不同概念進展模型存在於不同的物質中。此外，不同年級在概念進展上沒有明顯的概念跳躍；也就是說，在不同年級的學生中，他們的概念上有極大的重疊性。
在完成兩階段的工作後，再將第二階段所結之結果印證第一階段所得之推論，而得到以下結論：(1) 學生對物質性質與變化概念的理解程度是從巨觀的感官特徵到微觀的粒子模型，(2) 學生對物質性質與變化概念存有一些另有概念，(3) 學生會不當使用科學名詞，(4) 學生的生活經驗、先備知識、學校知識會響影學生的物質性質與變化概念發展，(5) 學生在物質性質與變化概念上的成長會受到微觀粒子概念發展的影響，(6) 學生在這四種物質性質與變化概念上的發展是相互關連的，且具有很大的重覆性。

On the qualitative research, we have distinguished two stages: the first was examination papers test. aimed at the combination of physical properties and change, chemistry properties and change, conservation of matter, composition and structure in junior high school and everyday life form a open questionnaire. To examine the students in the different cities, grade 7 to grade 9(N=306). After the widespread surveys were collected, we presented them in terms of percentage to analyze and discuss, and finally we formed the initial inference.
In the second stage, we proceeded through interviews, then Adopting a neo-Piagetian conceptual framework and a phenomenographic approach, we identified students’ conceptual progression pattern on science at junior high school. We interviewed 30 students from Grade7 to Grade 9 chemistry on their conceptions of substances (i.e., water, vinegar, and baking soda) and the combining of the substances. We found that progression of students’ conceptions on matter at junior high school is multifaceted. There was a unique progression pattern. Different conceptual progression patterns existed for different substances (i.e., water, baking soda, and vinegar) as well. Further, there is no clear conceptual leap between different grade levels in conceptual progression; that is, there is tremendous overlap in conceptions among students of different grades.
After he two stages, we took the results from the second stage to prove the initial inference, and then we concluded the following: (1) student’s nature of matter and change conception understanding is form macroscopic to microscopic, (2) student’s nature of matter and change concept have some alternative conception, (3) student will misemploy science lexeme,(4) life experiment, prior knowledge and school knowledge will affect student’s developing on nature of matter and change conception, (5) microscopic particle will affect student’s developing on nature of matter and change conception, (6) student’s developing on the four nature of matter and change conception is interrelate and there is tremendous overlap.

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