本研究主要目的在以兩段式紙筆測驗的方式診斷高一學生對於原子與離子之認知概念情況並利用比例推理測驗工具，測試學生之認知發展情形，以探討學生之推理能力與原子與離子概念的關係。正式施測之學生為來自北部一所高級中學之高一自然組及社會組學生共計七個班級共302人。在預測中由回答資料分析，可以診斷出學生對原子與離子概念之認知情況與錯誤概念類型。從學生的回答資料中，以探究此兩段式紙筆測驗是否可以了解學生經由國民中學理化教學兩年後，對於原子與離子之了解概況，並了解學生之認知發展能力與原子或離子概念之學習的關係。本研究之主要發現如下：
一、本研究中高一學生具有比例推理能力的比率佔85﹪。
二、本研究中高一學生對於原子與離子結構與性質的了解，以原子概念的答對率較高。
三、本研究中高一學生對於原子與離子概念的了解，與化學段考成績之表現的相關性達統計上的顯著水準。
四、本研究中高一學生對於原子與離子的認知理解，自然組的學生優於社會組的學生。
關鍵詞：粒子概念、兩段式診斷測驗、比例推理能力、原子與離子概念

The main purpose of this study was to diagnose the 10th grade students of senior high school about the concepts of atoms and ions in chemistry by a two –tier diagnostic
test instrument.
Also use the Proportional Reasoning test (PP1) to explore students’ cognitive development. The formal tested were from－the 10th grader major in science and in social science. Seven classes in a senior high school served as the subjects. There were 302 students who participated test. Analyzing the students， answer in a preliminary
test, diagnose the cognition styles and misconceptions of the atoms and ions in chemistry. The subjects in the seven classes were divided into the group of science major students and the group of society major students by students，interest and their ability of math and science. From the response of students, we could investigate the
students， recognition situation about the atoms and ions by their two years， science education in junior high school. And we also could compare the students， reasoning
ability with their concepts in atoms and ions. The main findings of the study were：

1.There were 85﹪of 10 th grade students in senior high school possessed proportional reasoning ability.

2.The percentage of correct response about atoms was higher than the other concepts in ions for 10th students.

3.The correlation between students， scores in atoms/ions and section examination were statistically significant.

4.For 10th students, the science major were better than non－science major students in the conception of atoms/ions.

5.Keyword： particle concept, two –tier diagnostic test instrument, proportional reasoning ability., the concept of atoms and ions

一、中文文獻
邱上鋒（民91）：以個別化電腦動畫輔助教學探討學生對於氣體粒子概念之學習成效。國立台灣師範大學師範大學化學研究所碩士論文。
林榮俊（民91）：以示範實驗式群測與模型模擬教學探討國中學生的擴散概念。國立台灣師範大學師範大學化學研究所碩士論文。
林清山譯（民80）：教育心理學：認知取向（Mayer原著）。台北：遠流出版公司。
郭重吉(民79)：學生科學知識認知結構的評估與描述。彰化師範大學學報，1，279-320。
黃湘武、江新合、劉謹輔、陳忠志、杜鴻模、陸業堯（民74）：國中學生質量守恆，重量守恆，外體積概念，與比例推理能力之抽樣調查與研究。中等教育，36(1)，44-65。
黃寶鈿（民83）：以示範實驗法探究學生的比例推理能力。中國測驗學會年刊，41，207-220。
黃寶鈿（民77）：邏輯思考能力評量工具的編製。師大學報，33，485-505。
黃寶鈿（民78）：我國學生邏輯思考能力發展的研究。測驗年刊，36，31-46。
黃寶鈿、黃湘武（民82）：溶液濃度概念之認知衝突教學之研究（Ι）。國科會計畫第一年度進度報告（NSC82-0111-S-003-015）。
黃瑞仁（民91）：以示範實驗式群測與粒子模型模擬教學探討國中學生對於化學變化的相關概念：以氣體之產生為例。國立台灣師範大學師範大學化學研究所碩士論文。
國立編譯館（民89）：國中理化課本，第二冊。
國立編譯館（民89）：國中理化課本，第三冊。
楊俐容譯（民82）：皮亞傑（瑪格麗特.飽定原著）。台北：桂冠圖書公司。
劉元生（民83）：實驗教學對於國中學生溶液概念改變的影響。國立台灣師範大學師範大學化學研究所碩士論文。
鍾聖校(民83)：不同教學法對錯誤概念修正的影響。台北師院學報，第7期,頁169-204。國立台北師範學院。
二、英文文獻
Benson, D.L., Wittrock, M. C., & Baur, M.E.(1993).Students, preconceptions of the nature of gases. Journal of Research in Science Teaching, 30, 587-597.
Eylon, B. R.,Ben-Zvi, R., & Silberstein, J. (1986). Is an atom of copper malleable？
Journal of Chemical Education, 63(1), 64-66.
Duit,R. (1991). The psychology of learning science. New Jersey: Lawrence Erlbaum Associates.
Garnett, P.J.＆Treagust, D.F.(1992). Conceptual difficulties experienced by senior high school students of electrochemistry: electrochemical (galvanic) and electrolytic cells. Journal of Research in Science Teaching, 29(10), 1079-1099.
Gilbert, J.＆ Osborne, R.(1982). Childrens， science and its consequences for teaching. Science Education,66(4),623-633.
Grayson, D. J.(2001). A four-level framework for identifying and classifying student conceptual and classifying student conceptual and reasoning difficulties. International Journal of Science Education,23(6), 611-622.
Haslam, F. & Treagust, D.F(1987) Diagnosing secondary students, misconception of photosynthesis and respiration in plants using a two-tier multiple choice instrument. Journal of Biological Education, 21(3),203-211.
Johnson, P.(1998a). Progression in Childrens， understanding of a‘basic’particle theory:a longitudinal study. International Journal of Science Education, 20(4),393-412.
Johnson, P.(1998b). Childrens， understanding of changes of state involving the gas state, Part 1:Boiling water and the particle theory International Journal of Science Education, 20(5),567-584.

Johnson, P.(1998c). Childrens， understanding of changes of state involving the gas state, Part 2:Evaporation and condensation below boiling point. International Journal of Science Education, 20(6),695-710.
Lawson, A. E.,& Thompson, L. D.(1988)Formal reasoning ability and misconceptions and natural selection. Journal of Research in Science Teaching,25(9),733-746.
Liu, X. (2001)Synthesizing research on student conceptions in science. International Journal of Science Education,23(1),55-81.
Novak,J.,& Gowin,D.B.（1984）.Learning how to learn.Cambridge：Cambridge University Press.
Nussbaum, J.,&Novick,S.（1981）.Pupils, understanding of the particulate natural of matter：a cross-ages study. Science Education,65(2),187
Odom, A. L., & Barrow L.H.(1995) Development of a two-tier diagnostic test measurement college biology students understanding of diffusion and osmosis after a course of instruction. Journal of Research in Science Teaching,32(1),45-61
Osborne,R.J., & Cosgrove,M.M.(1983). Children,s conceptions of the change of states of water.Journal of Research in Science Teaching,20(9),925-938.
Piaget,J.,& Inhelder,B.（1969）The psychology of the child. Trans. H.Weaver, New York: Basic Books.
Shepherd,D.L & Renner,J.W.(1982).Student understandings and misunderstandings of states of matter and density changes. School Science and Mathematics,82(8),650-665.
Treagust, D.F.(1988).Development and use of diagnostic tests to evaluate students, misconceptions in science. International Journal of Science Education, 10(2),413-425.
Treagust, D.F. (1995). Diagnostic assessment of students, science knowledge. In Glynn, S. M. & Duit, R.(Eds), Learning science in the schools:research reforming practice(327-346).Mahwah,NJ:New Erlbaum.

Wandersee,J.H.(1990).Concept mapping and cartography of cognition. Journal of Research in Science Teaching,27(10),923-936.