「手到心到」跨領域學習：Python程式設計之應用

Abstract

本研究旨在設計為非資訊科技相關科系學生設計的創新程式設計課程，並探索跨領域學習的實施方式，特別是在生物醫學與人工智慧領域中的應用。隨著十二年國教的實施，程式設計已成為現代教育中不可忽視的一環。然而，許多非資訊工程背景的學生缺乏程式設計基礎，使程式設計成為其學習障礙，並限制其在跨領域學習中的應用潛力。本研究透過專案導向學習、數位學習、鷹架教學等方法，設計一套結合Python程式語言與人工智慧應用的課程，旨在提升學生的程式設計能力、自我效能與學習動機。此外，為達本研究目的，本研究發展了三分量表以評量大學生的程式設計經熟經驗、自我效能與心向。在實驗教學方面，本研究採非隨機控制組前後測設計，進行為期18週的「手到心到跨領域學習」實驗課程。研究參與者共69位這大學生(實驗組37人，控制組32人)。研究結果顯示，本研究所發展的量表均具有良好信度與效度。實驗課程設計中的「手到心到學習」理念及跨領域整合策略，能有效促進了非資訊工程相關系所學生的程式設計能力與自我效能。透過此實驗課程，學生也提升了其批判性思維、團隊合作和問題解決能力。此外，透過融入人工智慧的專案導向學習，學生更強化其對程式設計原理的理解以及實際應用的能力。總之，本研究所發展的提出的創新教學策略與教學模式，也提出了跨領域學習在提升非資訊工程背景的學生學習動機與能力中的可能性，亦可作為未來教育模式發展的參考。 This study aims to design an innovative programming course tailored for students from non-information technology-related disciplines and to explore the implementation of interdisciplinary learning, particularly in the fields of biomedical science and artificial intelligence. With the implementation of the 12-Year Basic Education Curriculum, programming has become an essential part of modern education. However, many students without a background in computer science lack foundational programming skills, making programming a learning barrier and limiting their potential in interdisciplinary applications. This study adopts methods such as project-based learning, digital learning, and scaffolded instruction to design a curriculum integrating the Python programming language with AI applications. The goal is to enhance students’ programming skills, self-efficacy, and learning motivation. To achieve this aim, three inventories were developed to assess college students’ programming mastery experience, self-efficacy, and mindset. In the experimental teaching phase, a non-randomized pretest-posttest control group design was used to conduct an 18-week “Hands-on and Hearts-on Interdisciplinary Learning” experimental course. A total of 69 college students participated (37 in the experimental group and 32 in the control group). The results indicated that the inventories developed in this study demonstrated good reliability and validity. The "Hands-on and Hearts-on Learning" and interdisciplinary integration strategies embedded in the course design effectively improved the programming abilities and self-efficacy of students from non-computer science backgrounds. Through this experimental course, students also enhanced their critical thinking, teamwork, and problem-solving skills. Furthermore, by integrating project-based learning with AI, students gained a deeper understanding of programming principles and improved their practical application skills. In conclusion, the innovative teaching strategies and instructional model proposed in this study demonstrate the potential of interdisciplinary learning to enhance the motivation and abilities of students without a computer science background, offering valuable insights for the development of future educational models.