體積守恆概念的獲得是進入形式操作期的第一步，具有此概念後，學生才有能力去學習抽象概念，如密度概念、莫耳概念、化學反應概念等。本研究的目的是探討國小四、五、六年級及國中一、二、三年級學生體積概念的發展，以了解學生認知發展層次，並經過教學活動，了解是否可以促進學生體積概念的獲得。並且探討國中學生體積概念與密度概念的關係，以瞭解學生體積概念的教學是否會影響其密度概念的學習。
本研究的對象有國中學生751位與國小學生655位。研究的工具有體積概念診斷測驗、認知階層診斷測驗與體積概念教學活動及後測。
主要研究發現如下︰
一、 具有體積概念的學生人數百分比，都隨著年級的增加，而逐步成長 ，並且在國二時呈現大幅度的成長。未具有體積概念的學生經由教 學活動，獲得成熟體積概念的人數百分比也隨著年級的增加而逐 漸增加。
二、以學習環為理論基礎的「體積概念教學活動」，可以使多數的學生 獲得體積守恆概念與體積置換守恆概念。
三、對未具有體積概念的學生，若有正確重量概念經由教學活動，學習 體積概念的效果比沒有正確重量概念的學生好。
四、體積概念發展與密度概念學習的相關性，有達到統計上的顯著水準 ，因此體積概念教學，對密度概念的獲得有影響。

The acquisition of conservation concept of volume is the first step into formal operational stage. Students with this concept have the reasoning ability to learn abstract concepts, such as density, mole and chemical reations concepts.
This study was to investigate the development of students' volume concept, to explore the effect of acquisition of volume concept through appropriate teaching activities, to find the relationships between students' development of volume concept and achievement of density concept, and to probe into whether this instruction could improve student conceptual change of density. The volume concept included volume conservation concept and conservation of displacement volume.
Tortally 1406 students from grade 4th to 9th were involved in this paper.The instruments used in this research were as following：(1)diagnostic test of volume concept , (2)diagnostic test of cognitive development , (3)teaching activities of volume concept , and (4) post-test .
The main findings of this paper were︰（1）The percentage of students with correct volume concept increased from grade 4th to 9th gradually. The proportion was increasing largely at the grade 8th. For students without volume concept, the percentage of students who acquired volume concept also increased with grade.(2）The teaching activities based on learnimg cycle could promote the acquisition of volume conservation concept and conservation of displacement volume . (3)For students without volume concept, if they had correct weight concept, they would acquire better volume concept through teaching activities . (4）There was a significant correlation statistically between the development of volume concept and the achievement of density concept. The teaching activities of volume concept could help some students acquire correct density concept.

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