本研究採用研究工具「顯微鏡下的世界兩階層診斷式紙筆測驗，簡稱TIWM」測試台灣北部地區中小學學生，以探究其顯微鏡操作技能與相關概念之發展。根據TIWM的答題分析，發現國小學生最常產生經驗誤用模式的另有概念類型，推論是沒有落實顯微鏡的實驗課程。國高中學生則偏向認知錯誤模式和推理不當模式的另有概念類型，推論是相關細胞教材多而複雜，而學生先前就存在自己合理解釋的另有概念。研究結果顯示五成以上中小學學生建立微小生物及其生活環境的概念，五成以上國高中學生建立大部分的顯微鏡操作技能和細胞各具有可辨識的特性概念。也發現中小學學生一些重要的錯誤技能與概念：反光鏡調到最亮才能使顯微鏡觀察看清楚；製作水埋玻片時，先擦去多餘水分再蓋片，才不會有氣泡產生；複式顯微鏡的影像只是實物的放大，方向一樣；植物細胞都有葉綠體的構造；多細胞生物的細胞功能較多且會分工合作，較單細胞生物容易獨立生存等。

This study used content analysis to propose the content framework of cell-related curriculum in elementary and middle school textbooks. The results demonstrated that the contents of cell-related curriculums were arranged to move from simple and basic to complex and advanced connotations. The students studied the operation skills of using a microscope before studying cell-related concepts. Cell-related concepts became more complete with the increasing age of the students. Furthermore, the study used two-tier multiple-choice tests to examine what kinds of articles and explanation notes besides the pictures in the textbooks could possibly lead the students to have alternative concepts. The textbook contributed to alternative concepts for 21.9-28.1% of the elementary students, 10.8-16.2% of the junior high students, and 13.0-21.7% of the senior high students. Finally, classroom observations showed; the teachers really relied on the textbook; we did find that the arrangement of textbooks, articles and explanatory notes in the textbooks influenced the students' learning of cell-related concepts. Several comments on possible flaws in the textbook can be drawn from the results as follows: 1. The text should present the pictures of water straw cell, onion epidermal cell and oral epidermal cell together with the information of enlarged ratio and also ask the difference between animal cells and plant cells. 2. The text should present various types of cell pictures and also ask if all of these were the cells, then what would be the definition of the cell. This way could help students to avoid thinking that similar sizes and shapes and neat arrangements were required to define a cell. 3. The text should list many differentiated cells from the individual, which were responsible for different functions and were unable to survive by themselves. 4. The text should list both picture image examination and actual picture from a light microscope, so that students could truly understand the picture image examination. 5. We should consider students' prior behavior before organizing the textbook contents. The texts should provide concepts and definitions of scientific terms with reasons. 6. The cell physiology experiments in the textbook should be increased to guide the students to define the scientific terms from the phenomena.