本研究在探討問題本位學習法（Problem-Based Learning, PBL）對於國小五年級學 生能源教育學習動機之影響。研究方法採用準實驗研究法，研究對象為國小五年級學生 98名，並以單因子共變數分析檢測實證資料。研究發現：一、PBL能提升國小五年級學 生能源教育學習動機。二、PBL能提升國小五年級學生在「自我效能」、「主動學習策 略」、「學習價值」、「非表現目標」等方面的學習動機，在「成就目標」、「學習環 境誘因」等層面實驗組與控制組則無顯著差異。最後，依據研究結果給予研究建議。

This study explores the effect of Problem-Based Learning (PBL) on the learning motivation of the fifth grade students in energy education. A quasi-experimental study is conducted on 98 fi fth graders and ANCOVA is used to analyze the empirical data. The results of this study are as follows. First, PBL can improve the motivation to learn about energy education in the fifth grade students. Second, PBL can improve the learning motivation of fi fth graders in “self-effi cacy,” “active learning strategy,” “learning value,” and “non-performance goals.” There are no signifi cant differences between the experiment and the control group in the “achievement goal” and “learning environment”. Finally, we also provide some suggestions to educators and future researchers.