本文旨在調查科技大學學生對莫耳概念的瞭解情形，並歸納學生的錯誤想法，以供未來科技大學化學相關課程教學參考改進之用。研究對象爲南部某科技大學環安、職安、醫技、生科、食營、食科、妝管等理工背景學系一、二年級學生共人。研究工具爲自行發展之紙筆測驗問卷，評量內容包括「莫耳基本概念」與「莫耳基本計算能力」兩大部分；六項主概念：物質的組成、原子量與分子量、莫耳概念、化學式、質量與莫耳數之轉換能力、數量與莫耳數之轉換能力等。主要研究發現如下：(1)學生缺乏物質組成之微觀概念。(2)無法正確的分辨分子、原子、分子量、原子量。(3)不瞭解莫耳與數量、質量、體積之間的關係。(4)不瞭解化學式中各成分元素符號與下標數字所代表的意義。(5)「質量」與「莫耳數」、「分子數」與「莫耳數」相互轉換之計算能力不足，後者表現更爲明顯。(6)二年級學生的綜合表現優於大一新生。

The purposes of this study are to investigate the understanding of College students' molar concepts as well as misconceptions in the University of Science and Technology. The results will be helpful for curriculum design in chemistry classes. In this research, there was a total of students who completed the tests. Including sophomore and freshmen which were selected from the department of Safety Health and Environmental Engineering, Occupation Safety and Health, Medical Technology, Biological Science, Biological Science, Food Science and Technology, and Cosmetic Science etc. The instrument is "Diagnostic test of molar concepts with a paper and pencil multiple choice format". This instrument is used to understand student's "basic molar concepts" and "basic molar computing capability". Six main topics are included: "component of matter", "atomic and molecular weight", "molar concept", "chemical formula", "the change ability among mass and mole" and "the change ability among amount and mole". The main findings of this research are: (1) Students do not have a microscopic view of the component of matter. (2) They can not distinguish the difference between atoms, molecules, atomic weight and molecular weight. (3) They misunderstands the relationship between mole, quantity, mass and volume. (4) They can not identify chemical symbols and subscripts in a chemical formula. (5) Lack of the ability to convert mass to mole, or convert amount of molecule to mole. Particularly the latter is more insufficient. (6) The sophomores' comprehensive representation is superior to the freshmen.