在知識經濟時代，具有「學習如何學習」的能力，及運用社區資源達到終身學習的目標十分重要。本研究以國立科學工藝博物館食品工業廳為研究場域，探究國小高年級學童在國立科學工藝博物館參觀學習時，自我調整學習能力與食品科技概念學習成效之差異及相關性。研究採問卷調查法，以國小高年級學童401人為研究對象，運用描述性統計、t考驗、單因子變異數分析、單因子共變數分析、皮爾森積差相關進行資料分析。研究結果發現：一、國小高年級學童自我調整學習能力及食品科技概念具中等以上能力。二、國小高年級學童自我調整學習能力會因年級、是否有使用學習單、自然科成績、老師支持度及父母支持度不同而有顯著差異。三、國小高年級學童食品科技概念學習成效會因年級、是否有使用學習單、老師支持度及父母支持度不同而有顯著差異。 四、自我調整學習能力與食品科技概念學習成效達顯著正相關，且自我調整學習能力會影響食品科技概念學習成效。

It’s important to have the ability of learning how to learn and apply community resources for learning in the knowledge economy era. The purpose of this study is to understand the relationship and differences between self-regulated learning and food technology concept learning of the fifth and sixth grade students. The data was collected by questionnaire survey including “subject demographic information”, “Self-regulated Learning Scale” and “Technology Concept Test.” Both the expert analysis and pretest analysis resulted in high reliability and validity. The subjects of this study were 401 students in 5th and 6th grade from two elementary schools in Kaohsiung City. Descriptive statistics, t-test, one-way ANOVA, ANCOVA and Pearson correlations were conducted for the research questions. The findings of this study were: 1.The self-regulated learning and the food technology concept learning achievement of students in the 5th and 6th grade students were above average ability. 2.The self-regulated learning of students in 5th and 6th grade had a significant difference among grade, usage of activity sheets, Science and Technology score, teachers' support and parents' support. 3.The food technology concept learning achievement of students in the 5th and 6th grade had a significant difference among grade, usage of activity sheets, teachers' support and parents' support. 4.Significant positive relationship was found between elementary school students' self-regulated learning and their technology concept performance. And the self-regulated learning affected the food technology concept learning achievement.