本研究主要目的為探究國小高年級學生的科學知識觀（scientific epistemological views）、科學學習動機（motive to learning science）與科學學習自我效能（science learning self-efficacy）之關係，以及性別與參加科學展覽的經驗對於學生的科學知識觀、科學學習動機與科學學習自我效能是否存在差異。研究對象為來自臺灣的 9 所國小共 945 位五年級與六年級學生。研究採問卷調查法，請學生填寫科學知識觀、科學學習動機與科學學習自我效能的問卷，以瞭解學生的科學學習。研究之資料採用多變量變異數分析以及路徑分析進行資料處理。主要研究結果顯示：（1）認為科學知識是由科學家協商與討論出來的學生，會趨向為了通過考試或滿足他人期望和而學習科學。（2）因為自身興趣而學習科學的學生，對於學習有較高的自我效能。（3）在國小階段，性別並非影響科學學習的主要原因。（4）參加科學展覽的學生「概念的理解與運用」「實驗技能的應用」與「科學溝通」皆高於未參加的學生，顯示有參加科學展覽的經驗，對於提升學生的科學學習自我效能有所幫助。另外，本研究也根據研究結果進行討論，並對教師教學和後續研究提供相關建議。

The purpose of this study was to investigate the relationships among scientific epistemological views (SEVs), motive to learning science (MLS), and science learning self-efficacy (SLSE) among elementary school students. Another aims were to explore the differences of gender and experiences of participating science fair in SEVs, MLS, and SLSE. The participants were 945 Taiwanese elementary school students from 9 elementary schools. This study used quantitative questionnaires as an instrument. Therefore, we conducted multivariate analysis of variance and path analysis to explore the data. The results indicated that: (a) Students who believe that scientific knowledge was negotiated and discussed by scientists tended to learn science for passing examinations or meeting the expectations of other people. (b) Students who learn science for their own interests tended to perform higher learning self-efficacy. (c) Gender was not the main reason to effect science learning during elementary school. (d) Students who had the experiences of participating science fair would get higher scores in the dimensions of “conceptual understanding and applying”, “practical work”, and “science communication”, in other words, the experiences of participating science fair were helpful to enhance students' science learning self-efficacy. Finally, the study findings and suggestions might serve as a guide for teaching and further research on elementary school education.

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