本研究主要目的在探討國中生對蒸發、凝結與沸騰等相關概念之認知情況，採用示範實驗式群測的方式配合二段式選擇題型式的測驗問卷來探討學生在相關概念上的認知，並利用粒子模型之模擬教學與示範實驗教學的方式進行教學活動，希望藉由教學活動的設計來幫助學生理解蒸發、凝結與沸騰的相關概念，並探討學生在教學前後概念的成長情形。正式施測之研究對象為為國中一年級至三年級學生，依有無接受教學活動而分為實驗組與控制組兩組。學生人數共計466人。
主要之研究結果如下：
一、除了沸騰概念以外，對於蒸發、凝結等巨觀現象學生的認知情況優於其抽象微觀之粒子概念。
二、多數學生由於對於科學課程教材產生誤解、對物質狀態的定義不熟悉、對空氣的物質組成概念不瞭解，因此對於蒸發、凝結與沸騰等相變化的過程難以用微觀的粒子的角度去思考，因此大部分的學生只能利用其日常的生活經驗來解釋這些現象，以致造成某些的錯誤概念。
三、比較實驗組與控制組在教學前、後的概念成長情形，本研究結果顯示出採用粒子模型模擬教學與示範實驗教學，對於學生在蒸發、凝結與沸騰等相關概念的理解有明顯之教學成效，在統計上皆達到顯著水準，尤其在微觀的粒子概念的成長上更為顯著。

The research aimed at exploring junior high school students’ recognition of correlated concepts about evaporation, condensation and boil. A two-tier multiple-choice test by means of group demonstration was used to explore students’ recognition of correlated concepts. An instruction with a simulated particulate model and a demonstration experiment were used in teaching. It helped students’ conceptual changes in correlated concepts about evaporation, condensation and boil. The subjects of this study were junior high school students in grade 7-9. They were divided into the experimental group and the control group according to whether they received an instruction. The total students were 466.
The main findings in this research were ：
1. Excluding boiling concept, junior high school students’ recognitions of evaporation and condensation phenomenon in a macroscopic point of view were better than those abstract microscopic concepts of particle.
2. Most of the students misunderstood the concepts in science textbook, or did not understand the definition of the states of matter, as well as the composition of the air very well. Therefore it was difficult for them to understand the process of phase such as evaporation, condensation and boiling from the microscopic points of view about particle concepts. Therefore, most of them could only use their daily life experiments to explain those physical phenomena, and it would cause some misconceptions for them.
3. Comparing the improvement between the experimental and the control group in pretest and the posttest, it proved that instruction with a simulated particulate model and a demonstration experiment were significantly effective in understanding the correlated concepts about evaporation, condensation, boiling of particles for the experimental group. Those students had significantly improved, especially in the micro particulate concept.

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