應用PBL教學方法於中部海岸地區熱環境舒適度調查與參與式地圖製作

Applying Project-Based Learning and Participatory Mapping to a Thermal Comfort Investigation in the Coastal Region of Central Taiwan

本研究關注專題導向學習（project-based learning, PBL）與參與式地圖製作（participatory mapping）對本系地圖學課程學習成效的影響。本研究之課程以熱環境舒適度為主題，透過實作回應「參與式地圖實作能否且如何最佳化地圖學教學？」的研究課題，以深化地圖知識系統與生活應用間的連結。研究結果顯示，實作的教學方式能加深加廣地圖學知識，有助於未來地理知能學習，特別是使用地圖完成空間資訊視覺化的能力。根據研究發現，本研究以主題探究的教學方式能強化其學習成效，如製圖能力、團隊合作能力、資料收集能力與問題解決能力等；課程學生普遍滿意本研究之地圖學課程的參與式地圖實作課程安排。然而，本研究之課程從理論到實踐的課程安排，在達到教學最佳化的同時，讓授課時間略顯不足。建議未來將評估加開「地圖學實習」之效益，或是將田野調查以微學分形式分開授課，透過學分與授課時數的增加，達到更好的教學成效。

This study focuses on the impact of integrating Project-Based Learning (PBL) and Participatory Mapping on learning outcomes in a Cartography course. Centered on the theme of thermal comfort in the coastal region of central Taiwan, the course engaged students in hands-on mapping activities and the study explored whether and how participatory mapping can optimize cartography education. The goal was to strengthen the connection between cartographic knowledge systems and real-life applications. The research results indicate that this‘hands-on’teaching approach deepens and broadens students’cartographic knowledge, contributing to future spatial intelligence learning, especially in the ability to visualize spatial information using maps. Students generally reported satisfaction with the participatory mapping component of the course, noting its distinction from previous learning experiences; the project-based inquiry approach was also found to improve key learning outcomes, such as mapping skills, teamwork abilities, data collection skills, and problem-solving abilities. However, the integration of theoretical and practical elements within the course led to insufficient instructional time. Based on these findings, the study recommends evaluating the feasibility of introducing a“Cartography Practicum”or offering field investigations as separate micro-credit courses, thereby improving teaching effectiveness through increased credits and instructional hours.