本研究探討將「原子價」內容融入「化學式」教學單元學生學習成效，以及「原子價」教材的可行性。本研究採準實驗研究與問卷調查法。研究樣本為九十學年度台北縣某國中、桃園縣某國中國二學生，共11班319名，分成二組，分別依現行課本（對照組）及加入原子價之教材（實驗組）教學。每班均施以前、後測，同時，請三年級學生填寫問卷。前、後測工具為研究者自行開發，經指導教授、4名科教專家、6名國中理化教師審查修正，預試的信度α＝.90，正式施測α＝.89，前、後測資料做描述性統計、T-test以及單因子變異數分析。研究結果顯示﹙1﹚實驗組的化學成就測驗「後測總分」、「化學式中文譯英文」、「化學式英文譯中文」、「化學反應式」等概念之學習成效，顯著高於對照組﹙p<.05﹚；（2）實驗組的化學式成就測驗中「化學式意義」、「物質概念」與「質量守恆」等概念之學習成效，與對照組無顯著差異；（3）桃園縣某校理化定期考查成績高、中、低成就的實驗組化學式成就測驗「後測總分」與對照組均無顯著差異，但高、低成就實驗組在進步分數方面顯著高於對照組﹙p<.05﹚；（4）以後測成績分群的高分群，實驗組顯著高於對照組﹙p<.05﹚，但中、低分組並無影響。學式成就測驗「後測總分」與對照組無顯著差異，但「進步」分數方面，結果與「後測總分」相同。
問卷調查法研究結果顯示（1）學生覺得二種課文之相同與相異之處與本研究「原子價」課文設計原則相同；（2）77﹪的受試者表示「原子價」課文對於「化學式」的概念解釋較清楚；﹙3﹚77﹪的受試者表示「原子價」課文對於他們學習「化學式」的概念較有幫助；﹙4﹚81﹪的受試者得「原子價」課文比較能夠呈現科學理論之間的的關係；﹙5﹚75﹪受試者喜歡新課文。

This study investigated effects of teaching chemical formula with science text jointed ‘’ valence electron’’ concept and how students feel about the designed text. The study designs are quasi-experimental design and survey research with questionnaire. Three hundred and ninth 9years students from eleven classes two school participated in this study. Two school are in Taipei and Taoyuan. Eleven classes were assigned into two groups. The controlled group was taught with science text used now. The experimental group was taught with science text included valence electron. All subjects exam pre- and post-test. At the same time, 10 years students wrote the questionnaire. The reliability（α）of pilot and post-test were.90 and .89.The results are found（1）There was significant difference(p＜.05) in「post-test grade」、「chemical formula Chinese translate English」、「chemical formula English translate Chinese」and「chemical reaction formula」and experimental group are better than controlled group.（2）There was no significant difference in「chemical formula’s meaning」、「matter」and「mass equal law」concepts.（3）Based on subjects’ chemistry scores of the semester in Taoyuan, experimental group and controlled group have no significant difference, no matter belonging high, middle and low scores groups. But high and low scores group have significant difference(p＜.05) in improvement grades. Experimental group are better than controlled group. （4）Based on subjects’ post-test , high scores group has significant difference(p＜.05). Experimental group are better than controlled group. But. middle and low scores groups have no significant difference.Improvement grades are the same.
Survey investigation’s results shows（1）subjects felt science text with valence electron are the same with this study designed principles.（2）77﹪subjects felt science text with valence electron can more clearly explain chemical formula.（3）81﹪subjects felt science text with valence electron can more show the relations of science theories.（4）75﹪subjects like science text with valence electron. Summary, subjects can receive this study designed science text with valence electron.

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