本研究主要是藉由氣體試題問卷探討338位職前及在職國中自然科教師對氣體粒子的迷思概念、對學生在氣體概念的了解程度及教師對學生的了解與學生實際表現間的差異性。經研究結果顯示，在氣體概念上的表現以生活科技相關科系畢業的教師表現最差，其他大部分的教師在氣體概念上皆能有正確的想法，僅有少部分的教師具有其他的氣體迷思概念。此外，自然科教師在氣體粒子本性及質量守恆的概念方面具有高度的一致性，但在氣體粒子分布概念方面，則一致性較為降低；同時，由信心指數顯示出生活科技相關科系畢業的教師因在氣體粒子概念上的知識較為不足，對自己的想法較不具有把握，且對於預測學生的作答亦較無把握。
因此，在教學上建議教師應優先教授自己專長的部分，而對於科目之間具有關聯的概念再由其他相關科系的教師討論後進行協同教學，以使學生在學習上能學的更有意義。同時，教師在教學之前應先收集資料以了解學生在某概念的想法，並設計教學活動以讓學生能破除其迷思概念達到有效的學習。

The purpose of this study is to investigate 338 physical science pre-service and in-service teachers’ conceptions of gas particles , teachers knowing and the discrepancies between teachers knowledge of students’ performance and students’ actual outcomes on the tests. The results reveal that teachers graduated from International Technology Department performed the worst on the nature of gas particles. The rest of most teachers have correct concepts of gas particles, only few teachers have misconceptions of gas particles. Besides, the physical science teachers’ concept for nature and conservation of mass of gas particles are coherent, but with low coherence on the concept of distribution of gas particles. As the confidence levels of teachers’ responses to the questions, the results reveal that teachers graduated from International Technology Department do not have adequent knowledge of the concept of gas particles. Therefore, they are not confident with their answers to the responses to the test items as well as predicting the students’ performance.
Therefore, this study suggests that teachers should have to teach the majors in schools, and teach other courses with assistance from other teachers. Beside, teachers should get acquiance with students’ concept of science, and then plan the teaching activities to eliminate their misconceptions and promote students’ meaningful learning in science.

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