與生共學：一位資深教師作為學習者之AI鷹架在Arduino專題教學中的實踐
講者/Speaker： 陳霈語, CHEN, PEI YU
本研究以新北市中正國中七年級資優生為對象，探討一位非資訊背景教師如何透過「AI雙向鷹架」模式，與學生共同推進 Arduino 專題學習。核心創新在於 AI 同時作為學生的認知鷹架與教師的教學支援，形成「教師—學生—AI」三方共學結構，打破教師須先具備完整知識方能教學的傳統假設。
課程以 Dewey「做中學」與 PBL 為理論基礎，結合生成式 AI 工具，引導學生從感測器操作走向自主專題設計，並培養批判性 AI 素養。量化結果顯示「AI 輔助學習效能」表現最佳（M = 4.34），質性資料則呈現學生從依賴模仿到主動探究的完整轉折歷程。本研究為國中科技教育 AI 融入提供可參考的實踐模式。
This study investigated how a teacher without a formal information technology background collaborated with gifted seventh-grade students at Zhongzheng Junior High School in New Taipei City through an “AI Dual-Scaffolding” model in Arduino-based project learning. The core innovation of this approach lies in the dual role of AI as both a cognitive scaffold for students and an instructional support system for teachers, thereby establishing a triadic learning structure among teachers, students, and AI. This model challenges the traditional assumption that teachers must possess complete subject expertise before facilitating learning.
The course design was grounded in Dewey’s theory of learning by doing and Project-Based Learning (PBL), integrating generative AI tools to guide students from sensor operation to independent project development while fostering critical AI literacy. Quantitative findings indicated that “AI-assisted learning effectiveness” achieved the highest performance (M = 4.34). Qualitative data further revealed a developmental transition in students’ learning processes, moving from imitation and dependency toward active inquiry and autonomous exploration. The findings provide a practical framework for integrating AI into junior high school technology education and offer implications for future instructional practices.