STEAM跨領域教學已普遍被視為培養學生創造力的有效教學方法。本研究於視覺藝術課程中，設計一套融合立體幾何與三維列印的STEAM創作教學活動，並探討應用三維列印於STEAM課程對學生創造力與藝術學習成效的影響。本研究採不等組準實驗研究設計，以臺灣北部某國小六年級三個班級的學生為研究對象，其中兩班為實驗組（49人），施以應用三維列印的STEAM教學，並透過三維列印進行創作；另一班為控制組（24人），施以傳統藝術教學，並利用教師或自行準備的材料進行創作。實驗實施七週，共14節課，透過分析學生實驗前後的創造力、藝術學習成效及學習態度，探討應用三維列印於STEAM教學之效能與可行性。研究結果發現，使用三維列印的STEAM教學在短期內對學生創造力的影響有限，但對於學生製作作品的創造性有正向影響：創作作品的機能性提升，作品中亦涵蓋較豐富的意義轉化，並呈現更抽象複雜的設計意涵，因而增進視覺藝術學習成效。此外，三維列印的設計程序讓學生對問題解決與設計創作有更開放的態度，並對視覺藝術的設計與創作抱持更正向的看法。

Interdisciplinary STEAM education has been recognized as an effective instructional approach to foster student's creativity. This study aims to investigate the effects of applying 3D printing in STEAM instruction for the visual arts course on students' creativity, art learning achievement, and attitude. A quasi-experimental design was conducted to evaluate the effects of the proposed instruction. Three classes of sixth-grade students in North Taiwan participated in this study. The experimental group (n = 49) was taught by STEAM instruction based on 3D printing, whereas the control group (n = 24) was taught in a traditional approach. The results show that the STEAM instruction based on 3D printing did not have significant impacts on students' creativity in a short period of instructional time. However, the proposed STEAM instruction had positive effects on the creativity of students' artifacts: students in the experimental group could transfer the meaning of their artifacts to function design, and present more abstract meaning of the artifacts, and also improved art learning achievements as well as attitudes toward artistic design and creation.