本研究旨在發展兩段式診斷測驗探討國中學生有關元素、化合物之相關概念，內容包括元素、化合物、純物質、混合物、元素的性質、元素的活性和物質的狀態等相關概念的瞭解情形。
本研究經由查閱相關文獻，參考國中教材內容，再根據面談的方式，蒐集分析出學生的想法或錯誤概念，並發展出涵蓋五個主概念、共22題的兩段式測驗工具，來診斷學生對元素、化合物相關概念的認知情形，歸納出學生錯誤概念的類型，並比較國中各年級學生對元素、化合物概念之認知差異。
正式施測之對象來自台北縣、桃園縣二所國中，國一到國三學生共計6班，225位學生進行診斷測驗。
本研究結果發現：
一、無論從巨觀或微觀方面的研究都顯示，大部分國中學生不了解元素、化合物之相關概念。對化合物和混合物的概念混淆不清，尤其在微觀粒子概念部分表現得比巨觀性質觀察來得差。
二、國中學生對元素、化合物之相關概念存有錯誤概念，研究顯示選答正確答案的背後，其實並不瞭解其真正原因和內涵。
三、國中生對於元素、化合物之相關概念認知情形，隨著年級的增加而成長。
四、巨觀觀察能力與微觀粒子概念與學生的在校成績有顯著的相關。

This study is to research the conception of elements and compounds of junior high school students by applying a two-tier multiple diagnostic instrument. The content includes elements, compounds, pure substances, mixtures, the texture of elements, the activity of elements and the states of substances, etc.
According to the references, the content of textbooks of junior high school, and the analysis of students’ correct conception and misconception by interviewing students, we developed a two-tier multiple diagnostic instrument, including five central concepts along with 22 questions. Based on the diagnostic tests, we can understand the students’ conception of elements and compounds, conclude the patterns of misconception and distinguish different recognition of elements and compounds among students in different grades.
The diagnostic instrument was administered to a total of 225 students from the seventh grade to the ninth grade in six classes in two junior high schools in Taipei and Tao-yuan. The results were summarized as the patterns of misconception of elements and compounds.
The main findings of the study were in the following.
(1) The diagnostic tests in all aspects showed that most of the students didn’t completely
understand the concepts of elements and compounds. They usually confused the concepts of compounds and mixtures. They especially understood the concepts of microscopic particles worse than those of macroscopic substances.
(2) Most of the students had misconception of elements and compounds. Those students who
answered correctly didn’t necessarily realize the concepts and reasons.
(3) Most of the students understood the concepts of elements and compounds better and better when they entered higher grades.
(4) Most students’ understanding of the concepts of microscopic particles and macroscopic substances was closely related to their school test scores.

中文部分
王文科（民87）：教育研究法（增訂新版）。台北：五南圖書出版公司。
王文科譯（民85）：皮亞傑式兒童心理學與應用。台北：心理出版社。
余民寧（民86）：教育測驗與評量：成就測驗與評量。台北：心理出版社。
吳孟哲（民86）：中學生化學元素概念之診斷與分析。國立台灣師範大學師範大學化學研究所碩士論文。
吳幸宜譯（民82）：學習理論與教育應用。台北：心理出版社。
林榮俊（民91）：以示範實驗式群測與模型模擬教學探討國中學生的擴散概念。國立台灣師範大學師範大學化學研究所碩士論文。
國立編譯館（民89）：國中理化課本，第一冊。
國立編譯館（民89）：國中理化課本，第二冊。
國立編譯館（民89）：國中理化課本，第三冊。
國立編譯館（民89）：國中理化課本，第四冊。
許健將（民79）：利用二段式測驗探查高三學生有關共價鍵及分子結構之迷思概念。國立彰化師範大學科學教育研究所碩士論文。
許健將、郭重吉、李成康（民81）：利用二段式測驗探查高三學生有關共價鍵及分子結構之迷思概念。科學教育，3，175-197。
黃湘武、黃寶鈿（民74a）：學生空氣概念：粒子性質及動力平衡。中華民國七十四年度科學教育學術研討會論文彙編，13-18。
黃湘武、黃寶鈿（民74b）：以示範群測法對我國學生重量與體積守恆推理能力發展之研究。中華民國七十四年度科學教育學術研討會論文彙編，19-34。
黃寶鈿、黃湘武（民75b）：學生莫耳概念發展之研究：不同物態的莫耳概念。科學教育學術研討會論文彙編，221-230。
黃瑞仁（民91）：以示範實驗式群測與粒子模型模擬教學探討國中學生對於化學變化的相關概念：以氣體之產生為例。國立台灣師範大學師範大學化學研究所碩士論文。
黃寶鈿（民76）：示範式群測法研究學生的排水體積守恆概念。測驗年刊，34，137-146。
黃寶鈿（民77）：邏輯思考能力評量工具的編製。師大學報，33，485-505。
黃寶鈿（民78）：我國學生邏輯思考能力發展的研究。測驗年刊，36，31-46。
黃寶鈿（民80）：學生對化學分子式及反應式概念之研究。國科會八十年度「科學教育專題研究計畫」。
黃寶鈿（民83）：以示範實驗法探究學生的比例推理能力。測驗年刊，41，207-220。
葉重新（民90）：教育研究法。台北：心理出版社。
英文部分
Abraham, M.R., Grzybowski, E.B., ＆ Renner, J. W.(1992). Understandings and misunderstandings of eighth graders of five chemistry concepts found in textbooks. Journal of research in science teaching ,29(2),105-120.
Andersson, B. (1990). Pupils conceptions of matter and its transformations (age 12-16). Studies in Science Education, 18, 53-85.
Ault, C.R., Noval, J.D., ＆ Gowin, D.B. (1985).Constructing Vee maps for clinical interviews on molecule concept. Science Education, 68,441-462.
Banks, A.J.(1989).The periodic table videodisc. Journal of Chemical Education 66(1),19-20.
Briggs, H., ＆ Holding, B.(1986). Aspects of seconding students’ understanding of elementary ideas in chemistry, Children’s Learning in Science Project, University of Leeds.
Corcoran, T., ＆ Allen, B.(1994). Mastering the elements. ScienceTeacher, 61(9),44-47.
Driver, R., Guesne, E., ＆ Tiberghien, A. (1985). Children’s ideas in science. Milton Keynes: Open University Press.
Ebenezer, J.V., ＆ Zollor, U.(1993).Group 10 students’ perceptions of and attitudes toward science teaching and school science.Journal of Research In Science Teaching,30(2),175-186.
Gabel, D.L., Samuel, K.V., ＆ Hunn, D.J.(1987).Understanding the particulate nature of matter. Journal of Chemical Education ,64,695-697.
Griffiths, A.K., ＆ Preston, K.R. (1992). Grade-12 students’ misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29(6), 611-628.
Hashweh, M.Z.(1986).Toward an explanation of conceptual change. European Journal of Science Education, 8(3),229-249.
James, H.J., ＆ Nelson, S.L.(1981).A classroom learing cycle: using diagrams to classify matter. Journal of Chemical Education,58(6),476-477.
Johnson, P. (2000). Children’s understanding of substances, part 1: recognizing chemical change. International Journal of Science Education, 22(7), 719-737.
Johnson, P.M., ＆ Gott, R.(1996).Constructivism and evidence from children’s ideas, Science Education, 80(5),561-577.
Laverty, D.T., ＆ McGarvey, J.E.B.(1991). A ’constructivist’ approach to learning. Education in Chemistry. 28 (4), 99-102.
Lee, K.L.(1999).A comparison of University Lecturers’ and Pre-server Teachers’ Understanding of a chemical Reaction at the Particulate Level. Journal of Chemical Education ,76 (7),1008-1012.
Lin , H.S.(1998).The effectiveness of teaching chemistry through the history of science.Journal of Chemical Education,75,1326-1330
Martin del Poze, R. (2001). Prospective teachers’ ideas about the relationships between concepts describing the composition of matter. International Journal of Science Education, 23(4),353-371.
Maskill, R., Cachapuz, A.F.C., ＆ Koulaidis, V. (1997). Young pupils’ ideas about the microscopic nature of matter in three different European countries. International Journal of Science Education, 19(6), 631-645.
Murdoch, J.(2000). Words or pictures? School Science Review. 81 (296), 47-51.
Novick, S., ＆ Nussbaum, J.(1978). Junior high school pupil’s understanding of the particulate nature of matter: An interview study. Science Education, 62, 273-281.
Nussbaum, J., ＆ Novick, S.(1981). Brainstorming in the classroom to invent a model: a case study. School Science Review, 62(221), 772-778.
Osborne, R.J., ＆ Cosgrove, M.M.(1983). Children’s conceptions of the change of states of water. Journal of Research in Science Teaching, 20(9),925-838.
Rajan,R,G.(1983).Descriptive chemistry in high school curriculum. Journal of Chemical Education,60(3),217.
Sanger, M.J.(2000).Using particulate drawing to determine and improve students’ conceptions of pure substances and mixtures. Journal of Chemical Education, 77(6),762-766.
Selley, N.J. (1978). The confusion of molecular particles with substances. Education in Chemistry, 15,144-145.
Stavkidou, H., ＆ Solomonidou, C.(1998). Physical phenomena-chemical phenomena: do pupils make the distinction. International Journal of Science Education, 11(1),83-92.
Stavy, R., ＆ Stachel, D.(1985b).Children’s ideas about “solid”and “liquid”. European Journal of science Education, 7,402-421.
Strike, K.A., ＆ Posner, G.J.(1982).Conceptual change and science teaching. European Journal of Science Education, 4(3),231-240.
Tan, K.C.D., ＆ Treagust, D.F. (1999). Evaluating students’ understanding of chemical bonding. School Science Review, 81,75-83.
Tan, K.C.D.,Gon, N. K.,Chia, L.S., ＆ Treagust, D.F.(2002).Development and application of a two-tier multiple choice diagnostic instrument to assess high school students’ understanding of inorganic chemistry qualitative analysis. Journal of Research in Science Teaching, 39(4),283-301.
Tejada, S., ＆ Palacios, J.(1995).Chemical elements bingo. Journal of Chemical Education ,77(12),1115-1116.
Treagust, D.F. (1995). Diagnostic assessment of students’ science knowledge. In Glynn, S. M. ＆ Duit, R.(Eds.), Learning science in the schools:Research reforming practice (pp.327-346). Mahwah, NJ:New Erlbaum.
Treagust, D.F.(1988).Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2),413-425.
Tyson, L., Treagust, D.F., ＆ Bucat, R.B. (1999). The complexity of teaching and learning chemical equilibrium. Journal of Chemical Education, 76,554-558.