以科技融入跨域專題導向學習之課程設計以培養學生學習素養，是全球教育趨勢，也是我國108新課綱的強調重點。因此，本研究旨在探討科技融入跨域專題導向對學生學習素養之影響，採前後測準實驗設計，以臺南市某國中二年級兩個班級共45位學生為研究對象，由科技、自然、數學、國文、藝術、健教及綜合等領域教師進行跨域課程設計及教學，自變項為教學策略，分為兩層次：科技融入跨域專題導向學習（實驗組）與科技融入分科專題導向學習（對照組）；依變項為學生學習素養，包括跨域知識、關鍵能力和關鍵能力之態度。研究工具為學生基本資料問卷、學生真實評量檢核表、跨域知識測驗、合作問題解決能力測驗、批判溝通能力測驗、合作問題解決態度量表、批判溝通態度量表。資料分析方法採用獨立樣本 t檢定及單因子共變數分析。實驗結束後，對兩組學生進行質性半結構式訪談以探討接受不同教學策略對學生之影響，並對訪談內容進行歸納總結。研究結果顯示：
一、科技融入跨域專題導向學習有助於提升學生學習素養。
1.科技融入跨域專題導向學習有助於提升學生跨域知識。
2.科技融入跨域專題導向學習有助於提升學生批判溝通能力。
3.科技融入跨域專題導向學習有助於提升學生合作問題解決態度與批判溝通態度。
二、學生對科技融入跨域專題導向學習抱持正向態度，認為課程內容活潑有趣不死板且能與生活連結、可以進行自由發想、獲得成就感。
最後，依據本研究結果，建議未來可延長培養學生合作問題解決能力的時間，了解在更長時間的練習下，該能力是否能顯著提升；並增加系統性的質性觀察研究工具以了解教師教學行為對學生學習歷程的影響與幫助，並根據觀察結果對課程進行動態調整。

The purpose of this study was to investigate the impact of the technology integrated interdisciplinary project-based learning (PBL) on students' learning competencies. A pretest and posttest quasi-experimental design was used for this study. The participants were 45 eighth-grade students in two classes. The interdisciplinary PBL course was designed and taught by teachers from various subjects. The independent variable was instructional strategy with two levels: the technology integrated interdisciplinary PBL (the experiment group), and the technology integrated disciplinary PBL (the comparison group). The dependent variables were students' learning competencies, including interdisciplinary knowledge, skill and attitude of collaborative problem solving (CPS), and skill and attitude of critical communication (CC). Independent Samples t Test and One-Way ANCOVA were employed to examine whether any significant difference existed between these two research groups on the dependent variables. In addition, interviews were conducted to explore students' perspectives on interdisciplinary PBL after the study. The results from the data analysis are as below:
1. For learning competencies, the posttest scores of students who received interdisciplinary PBL were significantly higher than those of students who received disciplinary PBL.
1.1. For interdisciplinary knowledge, the posttest scores of students who received interdisciplinary PBL were significantly higher than those of students who received disciplinary PBL.
1.2. For 21st century skills, the posttest scores of students who received interdisciplinary PBL were significantly higher for CC skills than those of students who received disciplinary PBL.
1.3. For 21st century attitude, the posttest scores of students who received interdisciplinary PBL were significantly higher for CPS attitude and CC attitude than those of students who received disciplinary PBL.
2. Concluding from the interviews, students who received interdisciplinary PBL have a positive view of the course, think that the course content is interesting, and feel that completing the project gives them a sense of accomplishment.

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