近幾年來有許多研究指出，電化學概念是高中學生很難學習的概念之一。本研究的目的是採用紙筆式測驗來診斷學生在電化學的錯誤概念，並且探究其錯誤的原因。
研究工具是包括三次面談與兩次預試後所設計而成的，測試對象為四所學校的高一與高二學生，有效樣本為575人。
研究結果發現，學生在電化學之主要錯誤概念如下：
1.認為電流只是電子的移動，並不包括離子移動。
2.認為電阻器是消耗電流而不是消耗電能。
3.鹽橋的功用是溝通兩個電解槽中的離子，而不是提供離子
4.以化學活性的大小判斷陰陽電極。
5.對電解電池與電化電池的陰陽極之判斷方式不同。
6.電解與電化電池的不同在於電解槽的個數不同，而不是能量轉換方式的不同。
7.電解水時氣體是由水溶液中產生的，而不是在電極上產生的。
推論學生錯誤概念的主要原因如下：
1.課本中不適當的引當：課本對鹽橋的功用為“溝通兩電解槽”，造成學生認為兩電解槽的離子是透過鹽橋而相互移動的。
2.學生錯誤延伸其它概念：學生會以正負極的概念來判斷陰陽極，例如，“負極就是陰極”，所以陰極的化學活性比陽極大。
3.誤解基本概念所包含的微觀變化：學生知道鹽橋是由電解質所組成的，但是卻不知道離子的移動情形。
4.電化學相關概念間缺乏有效的連結：大部分學生無法以電解的基本概念來區別電解電池與電化電池的不同。

In many research findings, electrochemistry concepts are one of the diffcult concepts for students. For understanding senior high school students' misconceptions and reasonings of electrochemistry, a paper and pencil test was conducted in this research.
The instrument was designed after three interviews and two pretests. The subjects were students from grade 10 to 11. They were from four senior high schools. There were 575 valid subjects for this research.
The followings were the results of the main misconceptions of electrochemistry of students:
1. The electric current was only the movement of electrons, not the moving of the ions.
2. The resistor only wasted electric current, but not electric energy.
3. The function of a salt bridge was as a conjunction between two electrolysis cells, not as a source of supplying ions.
4. Identification of an anode or a cathode was by their chemical activities.
5. To determine an anode or a cathode was by the difference between electrolytic cells and electrochemical cells.
6. To identify the difference between electrolytic cells and electrochemical cells was by quantities of electrolysis cells.
7. In electrolysis of water, gas was produced in aqueous solution, not in electrodes.
The findings indicated that students' misconceptions came from the following reasonings:
1. Results of misguiding in the textbooks: In textbooks, it described that the function of a salt bridge was as "a conjunction between two electrolysis cells". In this points of views, students thought that the ions in two electrolysis cells could move through a salt bridge.
2. Misconceptions extended from other concepts: Students misused the concepts of positive and negative electrode to determine anode and cathode. For example, "negative electrode is cathode", therefore the cathode was more active than anode.
3. Misunderstandings of basic concepts in microscopic changes: Students knew that the salt bridge composed of electrolytes, but it was difficult for them to know the movement of ions.
4. Deficiency in the combination abilities for relevant concepts about electrochemical cells: Most students could not identify the difference between electrolytic cell and electrochemical cell by basic electrolysis concepts.