國內關於學生科學概念學習與發展的研究頗多，但是，大都以國小中年級以上之兒童為對象，以幼兒為對象進行之研究則是付之闕如。研究者認為科學概念的研究，若缺乏幼年期的探究，將使科學概念的研究產生斷層，進而影響整體科學教育的成效。由於幼兒天生喜歡操弄物體，因此，物體運動概念可能是幼兒較早發展的科學概念，是值得探討的方向。然而，對於幼兒的另有概念究竟應持何種態度？關於幼兒物體運動概念的研究應包括哪些主題？以幼兒為對象的適合研究方
法為何？上述問題，研究者認為有必要先行釐清，才有利於後續研究的開展。
因此，本研究旨在以文獻探討的方法調查與評析國內外關於物體運動概念發展的相關研究，尋求面對另有概念的正確態度，並據以提出適合以幼兒(3-6 歲)的研究主題與研究方法。

There are a good deal of studies about the science concepts and learning
development, however, those studies are mostly addressed to the elementary students instead of the preschoolers. Many researchers argue that if the study of science conceptions lacks for preschoolers, the milestone will be incomplete. Because children are natural manipulators in learning, the concept of object movement is probably the early conception of science when they are learning. Therefore, this study is worthy to discuss. How should we expect or explain the alternative conception from preschoolers?
What should the subjects be included in this study? and what are the methodologies adaptable to preschoolers for this study? Researcher believes that above questions need to be discerned before starting to study so that the continuing study can be developed.This study uses literature review to investigate and analyze the memoir of the concept of object movement for preschoolers from 3 to 6 years old, hereby seeking the appropriate expectations or explanations for the alternative conception from preschoolers, and addressing the appropriate subjects and methodologies for the related studies as well.