近年許多國際組織將創造思考視為促進個人成長和終身學習的核心技能。同時，跨域課程（如STEAM）是未來教育的趨勢，過去有關跨域課程結合專題導向學習(project-based learning, PBL)對創造思考之影響的研究，缺乏探討學習過程中學生創造思考行為之變化。目前仍缺乏觀測跨域課程之創造思考行為理論，故本研究開發Classroom Observation Protocol for Creative Behaviors (COPCB)理論，並結合線上行為觀測系統記錄學生在STEAM PBL課室中的創造思考行為。此外，本研究同時探討STEAM PBL課程對學生創造思考行為、態度與技能三面向之有效性。為驗證COPCB具有效度，本研究邀請12位專家（包含以跨領域課程為研究專長之大學教授、以高層次思考為研究專長之大學教授、有執行跨域課程經驗之中小學老師、有高層次思考研究經驗之中小學老師）以德懷術驗證COPCB的專家效度，再運用威廉斯創造力測驗之「創造性思考活動」和「創造性傾向量表」驗證COPCB之效標關聯效度。此外，為驗證STEAM PBL對學生創造思考之有效性，本研究進行為期14週的前後測準實驗，課程以聯合國永續發展目標的第2個目標「終結飢餓」和第12個目標「負責任的生產消費循環」，設計問題「該如何減少人力澆灌養液與水分，並保持良好的溫室環境以栽種蕃茄呢？」。研究對象為臺中某國中50位八年級學生。自變項為STEAM PBL課程教學策略；依變項為學生的創造思考行為、態度與技能。研究工具為COPCB結合行為觀測系統、威廉斯創造力測驗之「創造性傾向量表」與「創造性思考活動」。資料分析方法採用相關分析和相依樣本t檢定。研究結果顯示：
一、 以德懷術開發的COPCB具有良好效度。
（一） 以德懷術開發的COPCB具有專家效度。
（二） 以威廉斯創造力測驗之「創造性傾向量表」和「創造性思考活動」作為效標，相關分析結果為創造思考行為與創造思考態度、創造思考技能皆達顯著正向相關，顯示以德懷術開發的COPCB具有效標關聯效度。
二、 STEAM PBL課程能夠提升學生創造思考。
（一） STEAM PBL課程能夠提升學生創造思考行為。
（二） STEAM PBL課程能夠提升學生創造思考態度。
（三） STEAM PBL課程能夠提升學生創造思考技能。
最後，根據本研究結果提供以下未來建議。第一，將COPCB作為形成性評估策略並融入STEAM PBL課程，以COPCB結合課程有助於教師滾動修正教學內容。第二，本研究所蒐集的創造思考行為僅來自兩種課室情境，分別是講述情境（學生被動接受知識）和實作情境（學生使用先前討論出的解決方案製作模型），建議未來可蒐集更多課室情境資料（如：發想和討論）了解學生創造思考行為於各情境之發生比例，並探討相同情境下創造思考行為之縱貫變化趨勢，作為教學的精進依據。第三，在STEAM PBL課程設計中加入社區連結元素，深化主動挑戰真實問題的內在動機，以提升學生創造思考態度之挑戰性面向。第四，可將威廉斯知情互動教學模式理論之教學策略融入STEAM PBL課程，探究其是否能更提升學生之創造思考。第五，安排觀課者參加培訓課程並進行評分者間信度分析，以驗證COPCB之信度。

The purpose of this study was to develop the theory of Classroom Observation Protocol for Creative Behaviors (COPCB) and integrate it with an online behavioral observation system to record students' creative behaviors in STEAM PBL classrooms. In addition, in order to fully understand the development of students’ creative thinking, this study explores the effectiveness of STEAM PBL courses on students' creative behaviors, creative attitudes, and creative thinking skills.
In order to verify the validity of COPCB, this study invited 12 experts to verify the expert validity of COPCB by Delphi technique. Furthermore, the criterion-related validity of COPCB was verified by using the test of divergent thinking and test of divergent feeling in Creativity Assessment Packet (CAP). Moreover, to verify the effectiveness of STEAM PBL on students' creative thinking, this study implements a pretest and posttest quasi-experimental design for 14 weeks. The participants were 50 eighth-grade students from a secondary school in Taichung. The independent variable was STEAM PBL courses. The dependent variable were students' creative behaviors, creative attitudes and creative thinking skills. According to the purpose of the research, the research tools are the GORP system, test of divergent thinking and test of divergent feeling in Creativity Assessment Packet (CAP). Data analysis involved correlation analysis and paired sample t-test. The results from data analysis are as below:
1. COPCB developed by Delphi technique has good validity.
1-1 COPCB developed by Delphi technique has good expert validity.
1-2 COPCB was significantly related to test of divergent thinking and test of divergent feeling in Creativity Assessment Packet (CAP).
2. STEAM PBL courses improved students' creative thinking.
2-1 STEAM PBL courses improved students' creative behaviors.
2-2 STEAM PBL courses improved students' creative attitudes.
2-3 STEAM PBL courses improved students' creative thinking skills.

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