本研究針對492名高一和高二的學生，探討他們的氣體概念和相關的粒子概念。正式測驗問卷工具的編製是根據文獻探討、面談和初測的結果綜合整理而成。本研究的目的是希望找出高中生對物質的基本概念、氣體的基本性質、氣體公式的使用和相關粒子概念中的錯誤概念類型及錯誤概念可能發生的原因。
結果發現受測的學生在問卷的總體表現上雖然分數偏高，但是可以發現許多的錯誤概念，例如在非常基本的物質的質量概念，或是質量守恆概念上都有錯誤發生。學生對於氣體的量、體積、質量、壓力四個基本性質都有某種程度上的錯誤概念。在氣體公式的使用上也發現了許多錯誤或是計算策略誤用的現象。另外在氣體公式的使用上，一般人認為學生對於定量的公式使用能力優於定性的公式使用能力。但是在本篇研究中發現學生並非在所有的氣體公式都發生相同的情況。
在粒子概念上，雖然有超過60%的受測學生都能以粒子模型來描述氣體的相關概念，但是學生粒子概念並不穩固，可能會受題幹的暗示而改變想法。能以粒子模型來描述氣體的學生也不一定能用粒子概念來解釋氣體的行為，因為會使用粒子模型的學生並不一定會用粒子概念來解釋其它的氣體概念。他們只是單純的接受了氣體或物質是由許多分子所組成，可以用一顆顆的粒子來描述。至於更深入的用粒子的運動、碰撞來描述一些物理或化學現象的粒子概念對他們來說就較為困難了。

This research was to discuss the gas concepts and the related particulate concepts in 492 high school students. The instruments was based on literature reviews, clinical interviews and pilot tests. The purposes of this research were to find out the misconceptions of basic concepts of matter, basic concepts of gas, the applications of gas laws and related particulate concepts of high school students. The reason of how the students' misconceptions took place were also investigated.
Although we found the students' performances were good, but many misconceptions were found. We found their misconceptions of mass, and of conservation of mass. Students held some misconceptions in the amount of gas, the volume of gas, the mass of gas and the pressure of gas. In the application of gas law, it showed that some misused of gas law or strategy of calculation. Generally speaking, students' abilities in applications of gas laws were better in problem solving quantitativly than qualitativly. But we found not all gas laws were the same in this kind of problems.
In the particulate concepts, over 60% students could use the model of particulate to describe gas concepts, but some students' concepts of particulate were not stable. The concepts changed due to different contents in problems. Not all students who could use the particulate model could explain the behavior of gas by particulate theory. They just simply accepted the concepts that matters were made of many particles. But they could not know how to use the theory of particulate to explain some physical or chemical phenomena.