日常生活中有許多化學變化，但由於日常用語、直觀判斷及不當教學的結果，使學生對於常見的現象變化充滿了許多錯誤的認知。本研究以產生氣體之化學變化為主題，以自行設計之實驗裝置與兩段式診斷測驗問卷為工具，採用示範實驗式群測之方式來探討學生在相關概念上的認知，並利用實驗操作之觀察與粒子模型之模擬教學進行教學活動。希望藉由教學活動的設計來幫助學生理解產生氣體之化學變化的相關概念，並改變其既有之錯誤概念。研究對象為國中一年級至三年級學生，分為實驗組與控制組，共計424人。本研究結果發現：
一、多數學生對於變化之定義不清楚，對物質缺乏組成之概念，且不善於區別變化種類。且多數學生並不清楚化學變化的進行過程，對於微觀粒子的性質缺乏思維能力，所以在許多化學變化的相關概念上有錯誤的認知，不論在微觀與巨觀上，學生主要的錯誤認知為：「無中生有」與「憑空消失」。
二、比較各年級學生在化學變化概念的認知差異方面，發現學生在多數概念上的認知隨年級而有所進步，這顯示在現象變化概念的理解上，需要學生在抽象推理思考能力上的成熟。
三、比較實驗組與控制組在教學前後的概念改變情況，證實本研究採用的實驗操作觀察及粒子模型模擬教學，對於學生在化學變化之進行過程及粒子概念的理解有顯著之教學成效。此外，研究亦發現教學活動對二年級學生有較好的教學效果，代表模型教學對於抽象思考能力發展中的學生而言，有較佳的輔助效果。

In daily life, it is full of chemical change. However, because of ordinary terms, direct judgment, and improper teaching, students have quite a lot of wrong recognition of these changes which are normal phenomenon. Taking the chemical change of producing gas for example, this research was aimed at investigating students’ recognition of correlated concepts by means of group demonstration test using self-designed experimental instrument and the problems of two-tier diagnostic test. Furthermore, by means of the experiment-manipulating observation and particle-model-simulation instruction, students could improve their concepts and changed their misconceptions concerning the chemical changes of gas production. The subjects including all the grades in the junior high school, were divided into the experimental group and the control group. There were totally 424 students. The main findings in this research were:
1.Most students were unclear about the definition of chemical changes, lack building up the concept of material, and were not good at distinguishing the variety of changes. Moreover, most students were unclear about the process of chemical changes, and unable to think the character of microscopic particles. Therefore, they held misconceptions of chemical changes. No matter in the microscopic or macroscopic view, students’ main misconceptions were “making something out of nothing” and “disappear out of the void”.
2.Comparing the difference in the recognition of the concepts of chemical change, students’ recognition of the most concepts was progressed while their grades were higher. It implies that the comprehension of chemical changes needs students’ mature ability of abstract thinking.
3.Comparing the improvement between the experimental and the control group before and after the instruction, it proved that the experiment-manipulating observation and particle-model-simulation instruction were significantly effective in understanding the process and the particle concepts of chemical changes. Moreover, in this research, it showed that there was much effective for the eight grade students. It means that by model instruction it had better effectiveness for helping the students who were developing their ability of abstract thinking.

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