STEAM PBL課程(STEAM Project-based learning)以真實世界問題和跨域為基礎，學科間相互融合，學生自主整合各學科所學解決真實世界問題。STEAM PBL課程讓學生能從動手實作活動中培養帶著走的能力，使學習更具意義。過去研究指出，若將以人為本的教學策略融入至STEAM PBL課程，可能加強學生以他人觀點了解問題全貌，發展出更貼近真實需求之解決方案和實作作品。設計思維為一種以使用者中心的創意問題解決策略，能促進學生運用同理心有效解決真實世界問題。因此，本研究旨在探討DT-STEAM PBL課程（設計思維融入STEAM PBL課程）對學生同理心、問題解決能力與創造表現之影響，了解DT-STEAM PBL課程是否比STEAM PBL課程更能提升學生同理心、問題解決能力與創造表現。本研究採準實驗設計，研究對象以立意抽樣抽取臺灣南部某國小六年級兩個班，由數學、科技、藝術、健康、國文領域教師進行課程設計與教學，以聯合國永續發展目標(SDGs)中第3個目標健全生活品質為課程情境。自變項為不同教學策略，實驗班1接受STEAM PBL課程，實驗班2接受DT-STEAM PBL課程，兩班進行16週的課程實驗。依變項為同理心、問題解決能力與創造表現。研究工具為人際反應量表、新編問題解決測驗以及創意產品分析矩陣。在資料分析，量化部分採用二因子混合設計變異數分析、獨立樣本t檢定與多變量變異數分析；質性部分為歸納整理半結構式訪談之結果。研究結果顯示：
一、STEAM PBL課程對學生同理心、問題解決能力及創造表現產生正向成效。
二、DT-STEAM PBL課程對學生同理心、問題解決能力及創造表現產生正向成效。
三、DT-STEAM PBL課程比起STEAM PBL課程更能提升學生同理心、問題解決能力及創造表現。
四、整體而言，學生對於STEAM PBL課程和DT-STEAM PBL課程具有正面感受，認為課程內容有趣且充實，能發揮自己的想像力、了解到長者在用藥時遇到困難，學習如何解決問題和動手實作作品。在DT-STEAM PBL課程之下，學生更能學習如何發現長者的需求，並透過模擬情境親身體驗長者在用藥時的感受，進而發展出一個以人為本，更符合長者需求的智慧藥箱作品。
最後，依據本研究結果，未來建議將DT-STEAM PBL課程應用於教學現場。運用設計思維以人為本、使用者中心的特點，培養學生發展同理他人的能力，使其更有能力在面對真實世界問題產生共鳴，並且能運用創新和創意的方式解決問題。

The purpose of this study is to explore the impact of integrated design thinking with STEAM project-based learning on students’ empathy, problem-solving skills and creative performance. A quasi-experimental design was used for this study. The participants were 54 sixth-grade students from two classes, the experiment was conducted for 16 weeks. The STEAM PBL courses were designed and taught by teachers from various subjects. The independent variables were separated into two different teaching strategies: STEAM PBL strategy (experiment group 1) and DT-STEAM PBL strategy (experiment group 2). The research instruments include Interpersonal Reactivity Index(IRI), New Test of Problem-solving, Creative Product Analysis Matrix(CPAM), and semi-structured interview. The CPAM was only used in posttest, the other two instruments were used in both pretest and posttest. The dependent variable were empathy, problem-solving skills, and creative performance. The two-way mixed ANOVA, independent sample t-test, and one-way MANOVA were employed to examine the independent variable and dependent variables after receiving different teaching strategies. The findings and results of this study are summarized as follows:
1. STEAM PBL course can enhance students’ empathy, problem-solving skills, and creative performance.
2. DT-STEAM PBL course can enhance students’ empathy, problem-solving skills, and creative performance than STEAM PBL course.
3. The overall students share positive feedback for both STEAM PBL and DT-STEAM PBL course. Most of the students were satisfied with the course content. They think learning in STEAM PBL way can improve their abilities of empathize users’ difficulties and needs, think imaginatively, learn how to solve problems, and enhance their hands-on abilities. Students who learned in DT-STEAM PBL course learn more about discovering the needs of the elderly, and through simulations to experience the feelings of the elderly taking medicine. They can further develop a smart medicine box which was more people-oriented and in line with the needs of the elderly.

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