為因應AI的快速發展，全球政府與教育界日益重視於小學階段培養學生之AI素養、創造思考與批判思考等核心能力。近年國際組織與學術界指出，AI素養課程有助於上述能力之培育，惟小學階段之具體課程實踐仍有限，且過往研究多缺乏縱貫分析，以檢驗不同教學策略整合之成效與其延宕效果。此外，既有研究亦較少同時關注創造思考和批判思考之行為和情意面向發展。
本研究以77名五年級學生為對象，進行為期一年的縱貫研究，規劃五個研究時間點（形成四個時間間隔），依序探討：(1)第一學期整合STEAM、專題導向學習(PBL)與AIoT之AI素養課程成效；(2)第一學期結束並歷經九週暑假後，學生核心能力之維持情形；(3)第二學期納入機器學習之AI素養課程是否能進一步提升成效；以及(4)第二學期結束、歷經兩週寒假並於第三學期接受七週AI課程後，學生核心能力之維持情形。本研究採用多模態研究工具，包括主觀量表、客觀測驗與實際課堂觀察協議，收集10個依變項資料，涵蓋AI素養四面向（行為、認知、情意與倫理）、創造思考三面向（行為、認知與情意）及批判思考三面向（行為、認知與情意）。
在資料分析方面，於確認五次收案資料符合縱貫測量恆等性後，本研究以逐段潛在成長模式進行分析。結果顯示：(1)第一學期AI素養課程能顯著提升AI素養四面向與創造思考三面向，並促進批判思考之情意發展，惟其行為和認知未達顯著提升；(2)第一學期結束並歷經九週暑假後，各依變項皆未出現顯著下降；(3)第二學期加入機器學習後，所有依變項皆進一步顯著提升；(4)第二學期結束，學生於第三學期接受AI課程後，所有依變項皆出現顯著下降，其中課堂觀察所測得之創造思考和批判思考行為下降最為明顯。
綜合研究結果顯示，整合STEAM、PBL與AIoT之AI素養課程能有效提升學生多項核心能力；惟若課程後期缺乏與真實情境之反思連結，批判思考之行為和認知發展仍可能受限。當第二學期進一步納入貼近日常生活之機器學習應用後，學生核心能力得以全面進一步深化。在延宕效果方面，AI素養課程能維持學生核心能力，然以教師為中心之AI課程則大幅限縮學生於課堂中運用高層次思考（創造和批判思考）行為之學習機會，不利於核心能力之維持。
本研究建議AI初學者宜先採取整合「STEAM × PBL × AIoT」之AI素養課程，以奠定AI素養和高層次思考之基礎，並於學生完成階段性作品後，即時引入真實情境之反思議題，促進批判思考行為和認知之同步發展，再融入機器學習以深化整體能力。此外，教學現場應持續採用以學生為中心之教學法，在課堂中充分提供學生運用高層次思考行為解決AI與跨域任務之學習機會，協助其穩定發展核心能力。

Although the development of AI literacy courses has become a major trend in education, concrete implementations at the elementary level remain limited. Moreover, prior studies have rarely employed longitudinal designs to examine the effects and delayed impacts of integrated instructional strategies, nor have they simultaneously addressed the behavioral and affective dimensions of creative and critical thinking.
This study conducted a one-year longitudinal investigation with 77 fifth-grade students, incorporating five study time points (four intervals). The study examined: (1) the effects of a first-semester AI literacy course integrating STEAM, project-based learning (PBL), and AIoT; (2) the maintenance of students’ core competencies after a nine-week summer break; (3) whether adding machine learning in the second semester further enhanced learning outcomes; and (4) whether these competencies were maintained after students returned to a seven-week AI course in the third semester following a two-week winter break. Multimodal measures—including questionnaires, objective tests, and classroom observation protocols—were used to assess ten dependent variables across AI literacy, creative thinking, and critical thinking.
After establishing longitudinal measurement invariance, piecewise latent growth modeling was applied. Results showed that the first-semester AI literacy course significantly improved all dimensions of AI literacy and creative thinking, as well as the affective dimension of critical thinking, while behavioral and cognitive dimensions of critical thinking did not show significant gains. All competencies were maintained after the summer break. The inclusion of machine learning in the second semester led to further significant improvements across all variables. In contrast, following participation in a teacher-centered AI course, all competencies declined significantly, with the largest decreases observed in creative and critical thinking behaviors.
This study recommends that AI novices begin with an AI literacy course integrating STEAM × PBL × AIoT to establish a foundation in AI literacy and higher-order thinking. After milestone products, authentic contextual reflection should be incorporated to support critical thinking, followed by the gradual integration of machine learning to deepen overall competencies. Classroom instruction should consistently adopt student-centered pedagogies that provide opportunities for higher-order thinking in AI and interdisciplinary problem-solving, thereby supporting stable competency development.

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