| Project/Area Number |
08670439
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Public health/Health science
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| Research Institution | FUKUOKA UNIVERSITY (1997-1998)
Nagasaki University (1996) |
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Principal Investigator |
MORIYAMA Masaki Fukuoka Univ.Sch.of Med., Professor, 医学部, 教授 (10145229)
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| Co-Investigator(Kenkyū-buntansha) |
HAYASHI Tadashi Shiga Univ., College Education, Professor, 教育学部, 教授 (20024987)
SHIBATA Kazunori Fukuoka Univ.Sch.of Med., Research assistant, 医学部, 助手 (00258526)
横尾 美智代 長崎大学, 医学部, 教務職員 (00336158)
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| Project Period (FY) |
1996 – 1998
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| Project Status |
Completed (Fiscal Year 1998)
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| Budget Amount *help |
¥2,200,000 (Direct Cost: ¥2,200,000)
Fiscal Year 1998: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 1997: ¥700,000 (Direct Cost: ¥700,000)
Fiscal Year 1996: ¥1,000,000 (Direct Cost: ¥1,000,000)
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| Keywords | Environmental recognition / Disaster experience / Earthquake in Hanshin Area / Image mapping / Cognitive map |
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| Research Abstract |
1. Concept mapping of children who experienced the disaster of volcanic eruption
The process of two-dimensional-mapping (TDM) was reviewed and revised for children to use it by themselves. Concerning the framework of mapping, each of horizontal and vertical axes are supposed to reflect each of subject's view points. Preliminary analysis of children's essays revealed the uniqueness of personal values and feelings given to recalled experiences. Two of the personal values, such as preference and dislike, were observed most frequently among children. Therefore, each of preference and dislike was assigned to horizontal and vertical axes. Fifty children successfully revealed their personal disaster experience by arranging keywords using TDM.
2. Concept mapping of children who experienced the disastrous earth quake
TDM was applied to reveal the earth-quake-related experience of children in Akashi-city. In order to revise the keywords for TDM, preliminary interviews to the school teachers were scheduled, and thirty nine of keywords were obtained.
On the day of survey, the author visited each of classes and mapping process was proceeded in a participatory atmosphere. After the survey, all of maps were collected, reviewed and a feed-back material was prepared by arranging maps and related comments. On the next week, children were given the feed-back materials and encouraged to examine their peers' maps. This feed-back procedure was effective for children to understand the earth-quake related environment from various perspectives.
3. Development of the participatory manual for children to understand the environment
Two-dimensional maps and related comments of children were used to prepare a participatory workbook for subjects to learn from their environment.
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