本研究旨在探討不同課程對於學生在溫度與熱相關概念認知的影響以及經過學習環教學後學生的學習情形。研究進行時藉由面談方式來瞭解學生對於溫度與熱概念的想法
，根據學習環之教學策略來設計溫度與熱相關概念教學活動，來幫助學生學習與導正學生既有的錯誤概念，再以二段式診斷測驗為測試工具收集資料加以分析統計結果。本研究的對象為國中二年級與三年級學生，分成實驗組與控制組，共計294人。主要的研究結果說明如下：
一、學生對於溫度與熱的雖然基本定義不清楚，習慣用日常生活經驗或感官來解釋溫度與熱的現象，因此產生許多錯誤的想法。在熱不具質量概念方面，多數學生認為加熱會讓物體膨脹，外觀變大即代表質量增加，所以產生了熱有質量的錯誤概念。
二、比較年級的認知差異方面，研究主要發現學生在熱不具質量、熱的傳播方式以及化學反應所伴隨的放熱反應等方面的答對率隨著年級的增加而成長。
三、本教學模式對於實驗組學生溫度與熱相關概念的學習具有正面的幫助，尤其在熱對物體造成體積膨脹的概念及狀態改變時溫度不變的進步幅度最大。

The main purpose of this study was to investigate students’ recognition of correlated concepts of temperature and heat, and the learning outcomes of all students through the learning cycle instruction. At the beginning of this study, the students’ concepts of temperature and heat were understood by an interview method. Then, an instructional strategy for the correlated concepts of temperature and heat was designed through a video- tape to help students learn and try to change their misconception. This research was based on the collected data by means of the instrument of two-tier diagnostic test and the analyzed results. The subjects were 294 students of grade 8 to 9 in the junior high school. They were divided into the experimental and the control groups. The main findings of this study were as the followings:
1. Students had unclear concepts on the definition of temperature and heat. They used these obscure concepts of daily life experience to explain temperature and heat concepts in science. Many students believe that heat made the matter expanded, so that it had mass.
2. The students recognition of corrected concepts of temperature and heat were progressed with
their grade growth.
3. Comparing with the improvement between the experimental and the control group, it
revealed that the learning cycle instructional model could assist students’ understanding
the conception of temperature and heat, especially in the apparent expansion and phase
changes by heating.