隨著人工智慧技術的發展，在生物科技領域的應用日益增加，引發複雜的科學／技相關社會議題。本研究於高中課程中設計一套將人工智慧結合生物科技應用的社會性科學議題教學活動，透過觀察學生對人工智慧技術的認識和議題的立場判斷，檢視本教學的可行性。設計之教學活動在兩所高中各一個班級中試行，參與者共有59位高一學生，教學活動持續3週，內容結合人工智慧基礎知識、實作活動以及其在生物科技中的應用，並以農業育種與醫療情境為背景，引導學生思考人工智慧的社會影響與倫理問題。研究結果顯示，學生對人工智慧的知識顯著提升，論證內容在後測也更加豐富，能流暢表達對議題的觀點。近半數學生在課後改變立場：「農業」情境中，28位學生改變立場，最終支持人工智慧育種的學生人數從32位增加至38位；「醫療」情境中，共20位學生改變立場，反對人數從27位上升至39位。小組討論的分析顯示，學生更理解AI依賴數據學習的機制，而非傳統程式設計的固定規則運作模式。部分學生因認為AI能提升農業發展而轉為支持；但在醫療應用上，學生更關注決策責任與隱私保護，因擔憂AI誤診風險而轉為反對立場。最後，本研究針對結果提出幾點建議供高中教育工作者參考。

As artificial intelligence (AI) technology advances, its applications in biotechnology are expanding, raising socio-scientific concerns. This study designed a set of teaching activities for high school students that integrate the AI applications in biotechnology with discussions on socioscientific issues. The feasibility of these activities was examined through observing students’ understanding of AI technology and their perspectives on relevant issues. Fifty-nine tenth-grade students from two high schools participated over three weeks. The teaching activities comprised AI foundational knowledge, hands-on activities, and its applications in biotechnology, using agricultural breeding and medical scenarios to guide students in considering social and ethical implications. Results showed significant improvement in students’ AI knowledge. Their argumentation became more sophisticated, demonstrating an improved ability to articulate viewpoints. Furthermore, nearly half of the students changed their stance after the course. In the agricultural scenario, 28 students shifted their positions, increasing support for AI breeding from 32 to 38. Conversely, in the medical scenario, 20 students changed their stance, increasing opposition from 27 to 39. Analysis of group discussions revealed that students gained a clearer understanding of AI’s data-driven learning mechanisms, distinguishing them from traditional rule-based programming. Some students became more supportive of AI in agriculture due to its potential to enhance development. However, in the medical context, students were more concerned about decision-making accountability and privacy protection, leading some to adopt a more cautious or opposing stance. Finally, this study provides several recommendations for high school educators in designing AI curricula.