國中學生學習莫耳相關概念困難的探討
張 軒 毓
國立台灣師範大學化學研究所
中文摘要
本研究主要目的是針對學生的認知發展、粒子概念、數學運算能力、對原子、分子、元素、化合物的認識及莫耳的定義的瞭解等項進行測試。希望透過學生對這些概念的瞭解程度，試著找出學生學習莫耳概念時的困難所在。並探討年級、性別與認知推理與莫耳相關概念間的相關性。研究的對象為國中七年級到九年級學生共241人。
研究工具包含了下列工具：認知能力測試工具、由學生自行繪圖的粒子概念測驗工具、利用選擇題的粒子概念測驗工具、基本運算能力測試工具、莫耳定義測試工具、原子與分子測試工具。
主要的研究發現如下：
一、生活的經驗影響科學概念的學習甚鉅。
二、運算能力影響學生在莫耳概念題目的解題。
三、類比教學時需要特別注意比喻物的尺度。
四、認知推理能力與科學概念的學習有高度的相關性
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關鍵詞：莫耳概念、粒子、比例推理、原子、分子

Investigation of Junior High School Students’ Learning
Difficulty in Mole Conceptions
Hsuan-yu Chang
National Taiwan Normal University
Department of Chemistry
Abstract
The purposes of this study were to investigate students’ understanding of mole conceptions, and to find the relationships between mole conceptions and students’ proportional reasoning ability, grade, and sex. The subjects were students from grade 7 to 9. Totally 241 students participated in the tests.
The instruments used in this research were as followings: (1) proportional reasoning ability test, (2) drawing particulate test, (3) multiple choose tests of particulate concepts, (4) mathematical calculation test, (5) test to differentiate between atoms, molecules, elements, compounds, and (6) test of mole definition.
The main findings of this research concerning the factors of outcomes in students’ learning science were: (1) experiences in every day life, (2) ability of mathematical operation, (3) analogic matters used in analogic teaching, and (4) students’ proportional reasoning ability.
Keywords: mole conceptions, particulate, proportional reasoning ability, atom, molecule

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