本研究採取詮釋性研究的方式，探討在學生的認知歷程中，概念生態對學生概念發展的影響，因此選取台北縣某國中的學生為研究對象，利用開放式紙筆測驗、個別晤談、與教室觀察記錄的方式深入了解學生的概念架構，並進一步探討概念生態對學生生物概念發展的影響。
從研究結果發現，學生學習前的概念生態組成元素中，語意知識與經驗知識的元素多寡，受到學生在知識論上認同的影響，當學生知識上的認同傾向於相信權威來源時，學生的語意知識較多，當學生知識上的認同傾向於相信過去經驗的來源時，學生內在概念生態中以經驗知識的元素為主，語意知識的元素相對的較少出現；學生內在概念生態中類比和圖像的元素為構造性的概念方面的主要組成；此外概念生態中經驗知識較多時學生的學習成就偏低，而語意知識較多學生的學習成就則相對的較高。在教師所經營的教學概念生態部份，本研究所觀察的兩個班級中，教學概念生態都是以認知部份的元素為主，尤其是科學邏輯陳述為最常出現，而情意與哲學的部份的元素都相當少出現。
在學生學習歷程的概念生態交互作用的分析部份，本研究結果指出學生在學習的歷程中，對於科學邏輯陳述元素的接受度相當低，因此學生的概念發展效果不佳，而當教學的內容，與學生的情意領域元素相符合時，學生在概念的學習上有比較好的效果；研究中我們亦發現，學生的在知識上不同的認同傾向，對教師教學概念生態中不同的元素的接受度各異，也致使學生在概念發展上有不同程度的表現；此外，學生內在概念生態中，異例的元素會在認知歷程中出現，與學生所接受教學內容產生交互作用。
從研究的結果歸納指出，現今的教學環境下的教學方式，與學生概念發展過程的需求差異頗多，這使得教師的教學在學生概念發展上並未達到最佳的效果。藉由本研究的結論與建議，可以提供教師及教育學者教學與研究上的參考。

Interpretive research method was adopted to investigate the effects of conceptual ecology on the development of students’ biological concepts of the cognitive processes of students. Eight students were selected to take part in this research. Data were collected by open-end paper pen tests, interviews and classroom observations.
The findings of the students’ inner conceptual ecology before the instructions had showed that the degrees of semantic knowledge and episodic knowledge were affected by the epistemological commitment of students. When students had commitment to authority, they had more semantic knowledge in their inner conceptual ecology. When students had commitment to the experience, their inner conceptual ecology had more episodic knowledge. Most of the students had more elements of analogies and images in structured concepts. Data analysis also showed that the students with low learning achievements when they had more episodic knowledge in their inner conceptual ecology. When the students had more semantic knowledge than episodic knowledge, their learning achievements were higher by contrast. The teaching conceptual ecology of two classes showed that the major elements were the cognitive part, especially the scientific logical statements. And the philosophical and affective parts of the teaching conceptual ecology were much more fewer.
The interaction of student’s inner conceptual ecology and teaching conceptual ecology showed that the poor conceptual development of students were caused by their poor acceptance of scientific logical statements in their learning processes. But when the contents of teaching fitted the students’ elements of affective parts, their conceptual developments were better. Data analysis also showed that students had different achievements in conceptual development because of the different acceptance of the elements of teaching conceptual ecology cause by differences epistemology commitments of students. Finally, the anomalies were appeared and interacted with the teaching conceptual ecology in the students’ inner conceptual ecology.
It was shown that the gap between teaching methods and the students conceptual development was bigger than ever before. The conclusion of this research could provide teachers and educators some suggestions.

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附錄一：呼吸作用單元開放式紙筆測驗問卷
呼吸作用概念研究
班級＿＿＿＿＿＿＿ 姓名＿＿＿＿＿＿＿＿
第一部分：開放式紙筆問卷
壹、 單一概念
範例：1.籃球【想一想】：看到籃球這個詞，會讓你想到什麼？可能是籃框、櫻木花道…… 等，你可以盡量想，想到什麼就寫什麼。請將所想到的詞寫在 下面橢圓形的框框外。 【名詞說明】：你曾經看過籃球這個名詞嗎？如果有，回想看看它是什麼意　　　　　　 思﹔如果沒有，也請你試著猜猜看它可能是什麼。請你用自 己的話來表達，不必拘泥課本中的文字。籃球：是一種球類，圓圓大大的，表面有一些顆粒，常常看到的是橘色的，　　　 比賽時有很多人參加。　　　　　　　　　　　　　　　　　　　　
１、呼吸作用
【想一想】：看到呼吸作用這個名詞會讓你聯想起什麼呢？你可以儘量想，想到什麼就寫什麼。請將所想到的詞寫在下面橢圓形的框框外。
【生物名詞說明】：你曾經看過呼吸作用這個名詞嗎？如果有，請回想看看它的意思﹔如果沒有，也請你試著猜猜它可能是什麼？請儘量用你自己的話來表達，不必拘泥課本中的文字。
呼吸作用：　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　　
　 　　 　　　　　　　　　　　　　　　　　　　 　　
２、呼吸運動
【想一想】：看到呼吸運動這個名詞會讓你聯想起什麼呢？你可以儘量想，想到什麼就寫什麼。請將所想到的詞寫在下面橢圓形的框框外。
【生物名詞說明】：你曾經看過呼吸運動這個名詞嗎？如果有，請回想看看它的意思﹔如果沒有，也請你試著猜猜它可能是什麼？請儘量用你自己的話來表達，不必拘泥課本中的文字。
呼吸運動：　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　　
　　 　　　　　　　　　　　　　　　　　　　　 　　
3、氣孔
【想一想】：看到氣孔這個名詞會讓你聯想起什麼呢？你可以儘量想，想到什
麼就寫什麼。請將所想到的詞寫在下面橢圓形的框框外。
【生物名詞說明】：你曾經看過氣孔這個名詞嗎？如果有，請回想看看它的意
　　　　　　　 　思﹔如果沒有，也請你試著猜猜它可能是什麼？請儘量用
　　　　　　 　　你自己的話來表達，不必拘泥課本中的文字。
氣孔： 　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　　
　 　　 　　　　　　　　　　　　　　　　　　　 　　
4、皮孔
【想一想】：看到皮孔這個名詞會讓你聯想起什麼呢？你可以儘量想，想到什麼
　　　　　 就寫什麼。請將所想到的詞寫在下面橢圓形的框框外。
【生物名詞說明】：你曾經看過皮孔這個名詞嗎？如果有，請回想看看它的意
　　　　　　　 　思﹔如果沒有，也請你試著猜猜它可能是什麼？請儘量用
　　　　　　 　　你自己的話來表達，不必拘泥課本中的文字。
皮孔：　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　　
　　　　　　　　　　　　　　　　　　　　　　 　　
5、表皮細胞
【想一想】：看到表皮細胞這個名詞會讓你聯想起什麼呢？你可以儘量想，想到什麼就寫什麼。請將所想到的詞寫在下面橢圓形的框框外。
【生物名詞說明】：你曾經看過表皮細胞這個名詞嗎？如果有，請回想看看它的意思﹔如果沒有，也請你試著猜猜它可能是什麼？請儘量用你自己的話來表達，不必拘泥課本中的文字。
表皮細胞：　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　　
　 　　 　　　　　　　　　　　　　　　　　　　 　　
6、鰓
【想一想】：看到鰓這個名詞會讓你聯想起什麼呢？你可以儘量想，想到什麼就寫什麼。請將所想到的詞寫在下面橢圓形的框框外。
【生物名詞說明】：你曾經看過鰓這個名詞嗎？如果有，請回想看看它的意思﹔如果沒有，也請你試著猜猜它可能是什麼？請儘量用你自己的話來表達，不必拘泥課本中的文字。
鰓： 　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　　
　 　　　　　　　　　　　　　　　　　　　 　　
7、氣管系
【想一想】：看到氣管系這個名詞會讓你聯想起什麼呢？你可以儘量想，想到什麼就寫什麼。請將所想到的詞寫在下面橢圓形的框框外。
【生物名詞說明】：你曾經看過氣管系個名詞嗎？如果有，請回想看看它的意思﹔如果沒有，也請你試著猜猜它可能是什麼？請儘量用你自己的話來表達，不必拘泥課本中的文字。
氣管系：　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　　
　 　　 　　　　　　　　　　　　　　　　　　　 　　
8、肺
【想一想】：看到肺這個名詞會讓你聯想起什麼呢？你可以儘量想，想到什麼就寫什麼。請將所想到的詞寫在下面橢圓形的框框外。
【生物名詞說明】：你曾經看過肺這個名詞嗎？如果有，請回想看看它的意思﹔如果沒有，也請你試著猜猜它可能是什麼？請儘量用你自己的話來表達，不必拘泥課本中的文字。
肺： 　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　　
　 　　　　　　　　　　　　　　　　　　　 　　
9、皮膚
【想一想】：看到皮膚這個名詞會讓你聯想起什麼呢？你可以儘量想，想到什麼
　　　　　 就寫什麼。請將所想到的詞寫在下面橢圓形的框框外。
【生物名詞說明】：你曾經看過皮膚這個名詞嗎？如果有，請回想看看它的意
　　　　　　　 　思﹔如果沒有，也請你試著猜猜它可能是什麼？請儘量用
　　　　　　 　　你自己的話來表達，不必拘泥課本中的文字。
皮膚：　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　　
　 　　　　　　　　　　　　　　　　　　　　　 　　
10、擴散作用
【想一想】：看到擴散作用這個名詞會讓你聯想起什麼呢？你可以儘量想，想到什麼就寫什麼。請將所想到的詞寫在下面橢圓形的框框外。
【生物名詞說明】：你曾經看過擴散作用這個名詞嗎？如果有，請回想看看它的意思﹔如果沒有，也請你試著猜猜它可能是什麼？請儘量用你自己的話來表達，不必拘泥課本中的文字。
擴散作用：　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　　
　 　　 　　　　　　　　　　　　　　　　　　　 　　
11、肋骨
【想一想】：看到肋骨這個名詞會讓你聯想起什麼呢？你可以儘量想，想到什麼
　　　　　 就寫什麼。請將所想到的詞寫在下面橢圓形的框框外。
【生物名詞說明】：你曾經看過肋骨這個名詞嗎？如果有，請回想看看它的意
　　　　　　　 　思﹔如果沒有，也請你試著猜猜它可能是什麼？請儘量用
　　　　　　 　　你自己的話來表達，不必拘泥課本中的文字。
肋骨：　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　　
　 　　　　　　　　　　　　　　　　　　　　　 　　
12、橫膈
【想一想】：看到橫膈這個名詞會讓你聯想起什麼呢？你可以儘量想，想到什麼就寫什麼。請將所想到的詞寫在下面橢圓形的框框外。
【生物名詞說明】：你曾經看過橫膈這個名詞嗎？如果有，請回想看看它的意思﹔如果沒有，也請你試著猜猜它可能是什麼？請儘量用你自己的話來表達，不必拘泥課本中的文字。
橫膈： 　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　　
　　 　　　　　　　　　　　　　　　　　　　 　　
附錄二：台北縣長生國中89年度上學期國一生物上冊第三次段考考題摘錄
一、 選擇題
14. 下列動物的呼吸構造，哪一項錯誤？1.魚à鰓 2.蚯蚓à皮膚 3.昆蟲à肺 4.鳥類à肺
15. 生物可以經由「呼吸作用」獲得何種維持生命所必須要的需求？1.二氧化碳 2.氧氣 3.能量 4.水
16. 下列何者是屬於「呼吸運動」的過程？1.單細胞生物利用擴散作用進行氣體交換 2.人的胸腔縮小以進行呼氣動作 3.人經由肋骨上升、橫隔下降以完成呼氣 4. 於利用鰓吸收氧氣，排出二氧化碳
二、 填充題
10. 以下關於「呼吸」的敘述何者正確？ 甲、呼吸是氣體交換的過程 乙、蚯蚓其實不需要呼吸 丙、人的氣體交換在心臟進行 丁、呼吸不一定要有吸氣吐氣的動作 15. （複選）
11. 甲、空氣進入氣管、鼻腔、肺中 乙、橫隔上升且肋骨下降、胸腔擴大 丙、肺脹大 請依人類吸氣時的過程僅將甲、乙、丙按照先後順序排出： 16. 、 17. 、 18.