本研究旨在探討學生學習歷程中的美感經驗性質。為了解不同屬性科目中的美感經驗是否有不同特質與條件，研究者分別以兩位小學教師的藝術、科學課堂為場域，進行個案研究。研究發現，藝術與科學課程的內涵與目標不同，在教學上的自由程度也不同，但是兩位教師善用學科材料的特性，使課堂學習經驗包含專心致意、情感投入、新奇感受等美感特質，並以讓學生改變觀看世界與自己的方式。陳老師充分發揮藝術領域「有何不可」的想法，讓學生嘗試前所未曾經歷的創作過程，帶領學生發現藝術世界中的無限可能性；王老師超脫既有框架的限制，開闢多樣化的材料與學習活動，讓學生經歷一種具有情感性的科學探究，從習以為常的自然現象中找到新發現。具有美感經驗的學習，也增進了學生「去聽、去看、去感覺、去回應」的素養。

The study aims to explore the quality of students' aesthetic experience in learning. To understand the aesthetic experience features and the related conditions in different subjects learning, the researcher did a case study in an art class and a science class. Even with the differences in purpose and content, and the degree of freedom in teaching art and science courses, the two teachers put the subject-matter to good use, so that their students could discover the world as well as themselves. The aesthetic experience in the two classrooms features the attentive engagement, emotional involvement and sense of newness and surprise. Ms. Chen led the students to undertake the new creation based on the idea "why not" in the field of art, while Mr. Wang unfolded varieties of ways to guide students to do affective science inquiry. Aesthetic experience functions to transform learning. It guides students in their understanding of the world as well as themselves, and leads learners toward newer and richer learning.