本研究旨在探討國小六年級學童所具有之科學過程技能及校園植物概念認知，在施行八週之戶外教育融入順流學習法後的改變情形，並進一步分析與背景變項間的相關性。研究工具為改編之「科學過程技能量表」與自編之「校園植物概念認知量表」，經由成對樣本t檢定檢驗前測與後測間的差異情形，並使用質性資料作為檢證。在相關性分析方面，使用皮爾森積差相關、列聯相關等方法進行背景變項、科學過程技能以及校園植物概念認知間的相關性分析。
本研究重要發現如下：
1.國小六年級學童進行戶外教育實驗教育之前，較為具有之科學過程技能為「觀察」、「比較與分類」以及基於多方資料進行觀察的「歸納與推斷」技能。較不具有對資料進行通則性解釋的「歸納與推斷」、「組織與關聯」以及「傳達」技能。
2.國小六年級學童進行戶外教育實驗教育之前，較為具有之校園植物概念認知項目為「植物特徵資料檢索」、「校園植物特徵資料檢索」與「植物分類方法」，較不具有「植物各器官特徵」與「校園植物特徵」等兩項校園植物概念認知。
3.戶外教育實驗教學對國小六年級學童的「觀察」、「比較與分類」、對資料進行通則性解釋的「歸納與推斷」、「組織與關聯」以及「傳達」等科學過程技能學習皆有顯著提升，但在基於多方資料進行觀察的「歸納與推斷」技能則無顯著提升。
4.戶外教育實驗教學對國小六年級學童的「植物特徵資料檢索」、「校園植物特徵資料檢索」與「植物分類方法」、「植物各器官特徵」與「校園植物特徵」等植物概念認知學習皆具有顯著提升效果。
5.科學過程技能與校園植物概念認知學習無顯著相關，但背景變項之「性別」與科學過程技能的改變情形呈顯著中度相關。「家長教養方式」與校園植物概念認知的學習呈顯著中度相關。

The aim of this study was to explore the changes in science process skills and scientific concept of campus plants among sixth graders after implementing an eight-week outdoor education program using the flow learning method, as well as to analyze the correlations with background variables. The research tools included the adapted "Science Process Skills Scale" and the self-developed "Campus Plant Conceptual Understanding Scale." The differences between pre-test and post-test were examined using paired-sample t-tests, and qualitative data were used for verification. Pearson's product-moment correlation and contingency correlation were used for the correlation analysis between background variables, science process skills, and campus plant conceptual understanding.

The key findings of this study are as follows:
1. Prior to the outdoor education experiment, sixth graders were more proficient in the science process skills of "observation," "comparison and classification," and inductive and deductive reasoning based on multiple data observations. They were less proficient in skills such as inductive and deductive reasoning for generalizing data, "organization and correlation," and "communication."
2. Prior to the outdoor education experiment, sixth graders had a better understanding of concepts related to campus plants, such as "retrieving plant characteristic data," "retrieving campus plant characteristic data," and "plant classification methods." They had less understanding of concepts such as "characteristics of plant organs" and "campus plant characteristics."
3. The outdoor education experiment significantly enhanced the learning of science process skills such as "observation," "comparison and classification," inductive and deductive reasoning for generalizing data, "organization and correlation," and "communication" among sixth graders. However, there was no significant improvement in the skill of inductive and deductive reasoning based on multiple data observations.
4. The outdoor education experiment significantly improved the learning of campus plant conceptual understanding in areas such as "retrieving plant characteristic data," "retrieving campus plant characteristic data," "plant classification methods," "characteristics of plant organs," and "campus plant characteristics."
5. There was no significant correlation between science process skills and campus plant conceptual understanding. However, the change in science process skills was moderately correlated with the background variable of "gender," and the learning of campus plant conceptual understanding was moderately correlated with the background variable of "parenting style."

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