中文摘要
本研究採用跨年級研究，探討年級與性別對學生在「燃燒」概念理解的影響與另有概念類型之現況。研究樣本為新竹縣市四所都市型公立國民小學五到六年級學生，包含五年級學生278人、六年級學生307人，共計585人(男318人，女267人)，研究工具為「燃燒」概念二階診斷測驗。資料分析方法包含描述統計(Descriptive statistics)、邏輯式迴歸分析(Logistic Regression)、次數分配（Frequency）。
本研究的重要發現如下:
一、年級對學生在燃點、移除可燃物及隔絕助燃物的概念理解皆有顯著影響，年級越高學生在「燃燒」的概念理解越好。
二、性別對學生在可燃物、燃點、隔絕助燃物及降低溫度的概念理解沒有顯著影響；性別對學生在助燃物及移除可燃物的概念理解有顯著影響，在助燃物概念的方面，男生顯著優於女生；在移除可燃物概念的方面，女生顯著優於男生。
三、關於「燃燒」相關概念學習，學生在可燃物概念的理解困難度較低，在燃點、隔絕助燃物、助燃物及降低溫度概念的理解困難度較高，在移除可燃物概念的理解困難 度最高。
四、不同年級和性別的學生在「燃燒」各單元主概念仍存有一些共同另有概念類型，這些共同另有概念類型主要集中情形之現況如下:
(一)可燃物概念:大多集中的類型是認為用火燒石頭，石頭會變熱，所以只要時間久一點就會燃燒。
(二)助燃物概念:五年級學生大多集中的類型是認為二氧化碳可以幫助物質燃燒，因為二氧化碳中含有氧的成分。六年級和男女學生大多集中的類型是認為二氧化碳可以幫助物質燃燒，因為二氧化碳中含有氧的成分；和認為二氧化碳可以幫助物質燃燒，因為空氣可以幫助物質燃燒，而空氣中也有二氧化碳。
(三)燃點概念:大多集中的類型是認為燃燒一定要點火，因為沒有火，物質就無法燃燒；和認為燃燒一定要點火，因為有火才能使溫度上升。
(四)移除可燃物概念:大多集中的類型是認為對燃燒中的蠟燭用力吹一口氣，蠟燭會媳滅，因為吹氣會產生二氧化碳包圍火焰。
(五)隔絕助燃物概念:大多集中的類型是認為土或沙子能被用來滅火，因為土或沙子可以把火困住，使火不能向外燃燒，而熄滅。
(六)降低溫度概念:五、六年和男學生大多集中的類型是認為水能被用來滅一般火災，因為火怕水是自然現象；和認為水能被用來滅一般火災，因為水本身不能燃燒。女學生大多集中的類型是認為水能被用來滅一般火災，因為火怕水是自然現象。
關鍵詞: 跨年級研究、燃燒概念、概念理解、另有概念

Abstract

This is a cross-grade study which explores the influence that grade level and gender on students’ understanding of the burning and the current situation of alternative conceptions. The research samples were taken from fifth and sixth graders at four urban public primary schools in Hsinchu City , Taiwan. There were a total of 585 participants (318 male students and 267 female students), 278 of which were fifth graders and 307 of which were sixth graders. A two-tier diagnostic instrument of conceptions about ‘burning’ was employed. The data analysis methods included descriptive statistics, logistic regression and frequency.

The important discoveries of this study are as follows:
1. Grade levels had a significant influence on students’ understanding of burning, removing combustible materials and isolating comburents. The higher the student’s grade level was, the better their understanding of the concept of ‘burning’ was.

2. While gender did not have any significant influence on students’ understanding of the concepts of combustible materials, ignition points, isolating comburents and temperature decreases, gender did have a significant influence on students’ understanding of the concepts of comburents and removing combustible materials. Male students performed better in the concept of comburents while female students fared better in the concept of removing combustible materials.

3. In regard to the learning of concepts related to ‘burning’, students found it less difficult to understand the concept of burning. However, it was harder for these students to understand the concepts of ignition points, isolating comburents, comburents and temperature decreases. The concept of removing combustible materials was most difficult to comprehend.

4. There were some shared alternative conceptions among students of different grades and gender regarding the major concepts of each chapter. Below are the major types of alternative conceptions:
 
(i) The concept of combustion: The most common misconception was the idea that because burning a rock would increase its temperature, if the burning time is long enough, the rock will start to burn.
(ii) The concept of comburents: The fifth graders students generally believed that carbon dioxide supports combustion since carbon dioxide consists of oxygen. The sixth graders and both male and female students generally believed that carbon dioxide supports combustion since carbon dioxide consists of oxygen; and that carbon dioxide supports combustion as air, which consists of carbon dioxide, supports combustion.
(iii) The concept of burning: The most common misconception was the idea that burning must involve the ignition of fire as materials do not burn in the absence of fire; and that burning must involve the ignition of fire since fire can increase the temperature.
(iv) The concept of removing comburents: The most common misconception was the idea that blowing at a burning candle will put out the candle as the exhaled air generates carbon dioxide which encircles the fire.
(v) The concept of isolating comburents: The most common misconception was the idea that soil or sand can be used to put out fires as soil or sand can enclose the fire so that it cannot burn because of the lack of space.
(vi) The concept of decreases in temperature: The fifth and sixth graders as well as the male students generally believed that water can be used to extinguish fires in general, fear of water because the fire is a natural phenomenon; and that the water can be used to extinguish fires in general, because the water itself does not burn. The female students generally believed that water can be used to extinguish fires in general, fear of water because the fire is a natural phenomenon.
Keywords: cross-grade study, concept of burning, understanding of concepts, alternative conceptions

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