本研究旨在透過「資訊專業倫理另有概念雙層次測驗」440份有效回收問卷，探討資訊科系學生可能存在之另有概念。依據測驗結果，分析學生對於雙層次測驗之作答情況後，得以下研究結果：(1)資訊科系學生對於倫理思考之另有概念包括「透過社會共識進行思考」以及「偏重手段合理而忽略目的合理」等。(2)資訊科系學生對於法律概念思考具有之另有概念包括「法律誤用」、「著作權、隱私等法律觀念不健全」以及「保密議題的判斷依據不清」等。(3)資訊科系學生對於專業人士的權利與義務具有之另有概念包括「對產品的責任歸屬認同度不高」、「自我權益保障意識較高」以及「對公/私領域的界線劃分不甚清楚」等。本研究根據上述研究結果，對大專院校之資訊專業倫理課程規劃提出具體建議，供授課教師參考。

Purpose - The current study intends to investigate and categorize Taiwanese information science majors' misunderstandings regarding professional information ethics. Design/methodology/approach - Using a 14-item two-tier test developed by the researchers, the study collected valid responses from 440 Taiwanese information science majors. Findings - The results are as follows: (1) The students have misunderstandings in ethical thinking, such as the possession of social consensus-based thoughts and the focus of means rather than goals. (2) The students have misunderstandings in laws, such as law-misinterpretation, the lack of knowledge in copyright/privacy laws, and insufficient conceptions of confidentiality. (3) The students have misunderstandings in their rights and obligations, such as the lack of attribution of responsibility to the product, over-emphasis on their personal-related rights, and insufficient conceptions on distinction between the public domain and the private domain. Research limitations/implications - The current study applied convenience sampling, thus inherent bias may occur and the sample is not representative of the population being studied. Moreover, this research used Google forms to create the two-tier test, thus was unable to prevent the respondents from changing their previous answers while taking the test. Practical implications - According to the results, the researchers provided curriculum design implications for fostering ethical thinking, establishing the threshold concept of ethics-related laws and regulations, and identifying the empowerment of information professionals. Such concrete suggestions may benefit the design and development of information professional ethics curriculum in Taiwan's post-secondary education. Originality/value - The current study provides first-hand information which identifies the important content of professional ethics curriculum. Teachers with acknowledgement of possible misunderstandings may as well reconstruct and build up students' knowledge more effectively while lecturing. Moreover, the self-developed two-tier test on professional information ethics provides a useful and valuable instrument for further studies.