本研究藉者研究者發展粒子相關概念紙筆測驗，其中包含部分的二段式測驗工具，探討415位高二學生的粒子迷思概念，學生對於粒子之迷思概念是否有何性別差異，以及粒子是屬於記憶型概念抑或理解型概念。學生在教師教完氣體單元後，先進行第一次測驗，經過一個月後進行延宕測驗。
研究結果顯示，有學生認為溫度上升，讓錐形瓶內氣體體積加大，使瓶內空氣可以進入氣球中，讓氣球可以撐大。學生認為壓縮容器，容器體積變小，會讓氣體分子質量減少；反之，質量會增加。
我們發現高二學生在粒子概念的表現，女生略優於男生，比較各個概念的得分，發現到物質質量、粒子振動、與物質性質等得分，延宕測驗比第一次測驗要高。可能是因為這些概念屬於理解型的概念，學生不會因時間的流逝而對這些概念感到遺忘，這些概念有隨時間而日趨成熟的趨勢。
女生在第一次測驗中的記憶型與理解型概念表現都比男生好，但是在延宕測驗中，只有記憶型概念比男生好。比較兩次測驗的得分，男女生記憶型概念得分均退步，而理解型概念得分均進步，證明記憶型概念會隨時間而淡忘，而理解型概念會隨時間而愈加成熟。
建議化學教師以後進行相關單元時，應先收集學生的想法，並且在教學過程中，應提醒學生注意，設計教學活動讓學生發生概念改變。

The purpose of this study was to investigate 415 11 grade students’ concepts of gas particles, gender differences on the misconceptions of the particles, and the concept which gas particles belong to – memory or comprehension.
The study was done by researcher's developing paper- and-pencil tests about gas particles, including two-tier diagnostic tests. After receiving the instruction of the lesson of gas particles, students took a pre-test. The post-test was given after another month.
The results showed that some students thought the rising of temperature expanded the air in the Erlenmeyer flask, and thus the air flowed into andenlarged the balloon. Students assumed that pressing the container would lessen the volume of it and decrease the mass of the gas particles, whereas if not pressed, the volume and mass would increase.
We found that, among the 11 grad students, girls performed slightly better than boys in the comprehension of the concepts of gas particles. Compared the scores of each concept test, the results of the post- test surpassed those of the pre-test in mass, vibration and property.
It is probably because these concepts are comprehensive so that students won't easily forget as time goes by. Instead, these concepts will grow even more rooted day after day.
The performance of the pre-test of girls in both memory and comprehensionexceeded their male counterparts. But in the post-test, the girls did better than the boys only in the memory concept. Compared the scores of the two tests, both girls and boys scored less in the memory concepts. However, both
got more points in the comprehensive concepts. This proves that memory concepts will be forgotten gradually yet comprehensive concepts will be more solid as time goes by.
A suggestion was proposed that chemical teachers should collect students'thoughts first before administering related units and remind students during the teaching process. Teaching activities also should be planned to change
students' concepts.

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