因應現今創客 (maker) 教育思潮興起，創客通用技術教育也逐受到各界重視。然而，多數學生使用手工具進行基礎加工時，受學習或使用經驗影響，造成工具使用錯誤、加工效率低、危險動作行為等情況，這種由於個體過去學習經驗影響現在學習成效，即過去經驗引起的初始效應。ACT-R理論認為技能學習可分為步驟性知識及理論性知識，並透過認知系統的操作性模組展現技能學習成果。基此，本研究將以線鋸鋸切作業為主題，探討初始效應對動作技能學習之影響，應用探究教學是否能有效改善其技能學習效果，再進一步分析不同性別及學習風格對技能學習成效是否有顯著差異。此外，本研究亦將探討動手做自我效能、後設認知、及動手做信心提升之相關性。研究結果支持探究教學較示範教學更能有效提升曲線鋸切表現，降低初始效應影響，且探究學習的線鋸技能學習成果保留效果較長且平穩。差異分析方面，示範教學組的女生在曲線鋸切表現進步量顯著大於男生；不同認知風格學習者在鋸切表現進步量皆無顯著差異。研究結果顯示，動手做自我效能與後設認知呈正相關、後設認知與動手做信心提升亦呈正相關。最後，基於研究結論，提出本研究之研究貢獻與後續研究建議供參。

People attach the importance to general hands-on making skills because there is a Maker trend in recent years. Primacy effect is caused by people’s prior learning experiences and might affected their learning outcomes. The Adaptive Control of Thought – Rational theory (ACT-R) divided skill learning knowledge into procedural knowledge and declarative knowledge, and people can perform the learning effect through manual module in cognitive system. Thus, the present study explored the primacy effect on hand saw usage, analyzed the learning effect of inquiry-based learning, and compared the differences between different learning styles and different genders. The results indicated that inquiry-based learning can significantly improve the participants’ curve sawing performance, and also significantly decrease in the primacy effect. The study also provided an empirical evidence that the learners who adopt inquiry-based learning may have a long-term learning performance retention than learning by shadowing. The results showed that there has significantly differences in learning progress that female students in shadowing got better progress on sawing a curve line than males in shadowing. According to the result, self-efficacy on hands-on making is positively related to metacognition, and metacognition is also positively related to self-confidence enhancement. Based on the research results, the study proposed the contribution and some suggestions for the future study.

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