本研究之研究目的為以POQE(預測predict、觀察observe、提問quiz、解釋explain)探究學習模式編製岩石薄片教材，探討不同性別學習者在探究特質、科學興趣、自我效能與心流體驗之差異性，並進一步探討探究特質、科學興趣、自我效能與心流體驗之相關性。本研究首先分析「岩石薄片」的學習內涵與108課綱中地球科學學習指標之對應後，規劃5單元的POQE岩石薄片探究實作學習課程，以立意抽樣選取國中九年級學生60人參與本研究，獲有效樣本48人，男生23人，女生25人。本研究之研究結果：在差異研究部分，不同性別學習者在自我效能有顯著差異，男生的自我效能高於女生，而不同性別學習者在探究特質、科學興趣、心流體驗則沒有顯著差異；在相關研究部分，則發現探究特質與科學興趣呈現顯著正相關、探究特質與自我效能呈顯著正相關、科學興趣與心流體驗呈顯著正相關、及自我效能與心流體驗呈顯著正相關。此外，科學興趣與自我效能對於探究特質和心流體驗之間有顯著間接效果。

The purpose of this study is to use POQE (predict, observe, quiz, and explain), an inquiry-based learning model, to compile materials for teaching petrographic thin sections, to probe into the difference between learners of different genders regarding their inquiry disposition, interest in science, self-efficacy, and flow experience, and to further explore the correlations among inquiry disposition, interest in science, self-efficacy, and flow experience. In order to construct a "POQE Thin Sections Inquiry-based Learning Course," this study first determined how the course topic, "Petrographic Thin Sections," correlated with the learning indicators set for the Geoscience relating the new Curriculum Guidelines. The course in issue included five units, sixty ninth-graders were chosen to participate in the study using purposive sampling, and 48 valid samples, comprising 25 females and 23 boys, were acquired. According to the findings, learners of different genders have significantly varying levels of self-efficacy. Although males have more self-efficacy than females, there are no significant differences in learners of either gender in terms of their inquiry disposition, interest in science, or flow experiences. Besides, it was found that inquiry disposition was significantly positively related to interest in science, inquiry disposition was significantly positively related to self-efficacy, interest in science was significantly positively related to flow experience, and self-efficacy was significantly positively related to flow experience. Additionally, inquiry disposition and flow experience were significantly influenced by self-efficacy and interest in science.

第一章 緒論 1
第一節 研究背景與動機 1
一、 研究背景 1
二、 研究動機 4
第二節 研究目的 7
第三節 研究問題 7
第四節 重要名詞定義 8
第五節 研究流程 10
第六節 研究範圍與限制 12
一、 研究範圍 12
二、 研究限制 12
第二章 文獻探討 13
第一節 岩石與礦物 13
一、 知識範疇 13
二、 課綱內涵與能力指標參照 17
三、 「岩石薄片探究實作課程」之課程設計 29
第二節 探究式學習 30
一、 探究式學習之定義 30
二、 探究式學習歷程與模式 31
三、 探式學習與地球科學相關研究 36
第三節 探究特質(inquiry disposition) 38
一、 探究特質的定義 38
二、 探究特質的相關研究 41
第四節 科學興趣(interest in science) 42
一、 科學興趣的定義 42
二、 科學興趣相關實證研究 44
第五節 自我效能(self-efficacy) 46
一、 自我效能的定義 46
二、 自我效能實證性研究 48
第六節 心流體驗(flow experience) 51
一、 心流體驗之定義 51
二、 心流體驗的理論 53
三、 心流體驗之構面 53
四、 心流體驗相關研究 55
第三章 研究設計 57
第一節 研究架構與假設 57
一、 探究特質與科學興趣的關係 57
二、 探究特質與自我效能的關係 58
三、 科學興趣與心流體驗的關係 59
四、 自我效能與心流體驗的關係 59
第二節 研究對象與方法 62
一、 研究對象 62
第三節 研究工具 63
一、 課程教材 63
二、 研究工具 65
第四節 研究實施步驟 70
一、 POQE課程規劃 70
二、 研究實施規劃 72
第五節 資料處理方法 73
一、 樣本特徵分析 73
二、 驗證性因素分析 73
三、 PLS-SEM結構方程模型分析 74
第四章 研究結果 79
第一節 樣本特徵分析 79
第二節 信度效度分析 79
一、 信度分析Reliability analysis 79
二、 效度分析Validity analysis 80
第三節 差異分析結果 82
一、 不同性別與各構面間的獨立樣本t檢定 82
第四節 驗證性因素CFA分析 84
第五節 偏最小平方法結構方程式PLS-SEM分析 90
第六節 中介效果分析 93
第五章 研究結論與建議 95
第一節 討論與結論 95
一、 男性與女性的自我效能具顯著差異 96
二、 探究特質對科學興趣有顯著正相關 96
三、 探究特質對自我效能有顯著正相關 97
四、 科學興趣對心流體驗有顯著正相關 98
五、 自我效能對心流體驗有顯著正相關 99
六、 探究特質和心流體驗之間的部分相關因素 99
第二節 研究限制與建議 101
一、 研究限制 101
二、 研究建議 102
參考文獻 105
附錄 127
附錄一、岩石薄片製作方法 127
附錄二、三大岩類岩石薄片偏光影像 131
附錄三、岩石POQE學習單 132

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