本研究對大臺北地區的國小高年級學童實施測驗評量；參與開放式與選擇式評量的人數分吸是758、760人。兩種評量結果均辦示學童的蒸發概念發展得比凝結概念好。在探討開放系統或密閉系統中蒸發與凝結現象時，水蒸發形成的、水蒸氣遇冷凝結以及水蒸發後被擋住跑不出而徵成小水滴的三種答案不都出且名列前茅，這顯示多數學童都無法區分開放系統與密閉系統內小水滴出原因的不同；大部皆的學童對於水的蒸發相當清楚，但對水蒸氣是如何再回到水滴的狀態就不甚瞭解。至於開水煮準時泡泡�埵s在的物質，在開放式評量裡能主動寫出是水蒸氣的只有26.6%，但在選擇式評量中選此選項的學童則有57.6%。在兩種不同的評量方式中，能指出水壺嘴口冒出的白煙是小水滴的學童都不到10%，近70%的學童都認為是水蒸氣。開放式的評量結果呈出較多樣化的童想法，檢視學童的想法，研發現學童在這些概念上學習困難的徵結來自於學童對"水蒸氣存在於空氣中"狀態的不清楚。研究中也發現測驗形式大大影響了學童在各類回答的百分比分佈。

　　　　　The purpose of this study was to explore intermediate students' conceptions about evaporation、condensation and boiling, and to identity the keypoints to the students' learning of these concepts. An open-ended written test (N=758) and multi-choice test (N=760) containing the same tasks were administered to intermediate students in the Taipei area. The results of these two tests show that students had better understanding on the evaporation concept than condensation concept. When exploring the phenomena of evaporation and condensation in an open and closed system, the majority of the students had a clear understanding on the evaporation of water, but had no idea about the change of water vapor into water drops which occurred in the second half of the systems. In addition to that, students were not able to differentiate the formation of tiny water drops in an open and closed system. In the open-ended written test only 26.6% of the students responded that the matter inside the bubbles formed diring boiling is water vapor, while 57.6% of the students completed the multi-choice test picked the correct response. In these two test, there was less than 10% of the students who could point out that the white smoke coming out from the kettle is tiny water drops, while 70% of the students thought that it was water vapor. The evaluation results of open-ended written test indicated that more students' views, and examining the students' views carefully, the researchers found out that the keypoints to intermediate students' leaning of these target concepts is that there should be more clarification of how water vapor exists in the air. Also in this study it was found that the format of the test has a great influence on the performance of the students' answers.