In this study, we investigated on a mapping method by GIS for the estimated JMA (Japan Metrological Agency) seismic intensity of the 2005 West off Fukuoka Earthquake at March 20, 2005. A questionnaire intensity survey on the earthquake damage was carried out for the mapping. The estimated intensity, in other words the values of the estimated seismic intensity were calculated by about 2500 questionnaires that had been answered by the students and teachers of some universities in Fukuoka Prefecture. The items of questionnaires are attributes such as locations where a respondent experienced the earthquake, age, sex, landform and ground condition, objective degree of ground motion on buildings, furniture etc., and subjective degree of ground motion on feelings such as surprise and fear. We calculated the estimated intensity from the answers of the questionnaires by Excel, and compiled the estimated seismic intensity maps on the northern Kyushu area and the Fukuoka urbanized area by the kriging method of GIS. We clarified the geomorphologic and geologic conditions related to the earthquake damage using the maps and discussed the accuracy and usefulness of the maps by comparing the estimated intensity with the measured seismic intensity at the observation points.
We concluded the followings through the study.
1) In the northern Kyushu area, the estimated intensity was large at the adjacent area of epicenter, plain, and the boundary area between mountains and plains. On the other hand, it was small at the far side of the mountains from the epicenter.
2) In the Fukuoka urbanized area, the intensity was large at the alluvial plain, the reclaimed land, the marginal area of hill and the northern foot of Sefuri Mountains. On the other hand, it was small at the mountain, the hill and the terrace.
3) The estimated intensity by the kriging method of GIS is in general agreement with the measured seismic intensity. The estimated intensity map by that method is not good enough for showing the realistic distribution of the measured seismic intensity, as compared with the map by the IDW method. But the kriging method can be useful for compiling an estimated seismic intensity map by adjusting the number of using data in GIS calculation.
4) The validity of discussion on the relationships between the geomorphologic and geologic condition and earthquake damages is guaranteed in the estimated seismic intensity map.
5) We need to pay attention to the impartiality on the attributes such as age and sex on the respondents for GIS mapping accurately when the questionnaire intensity survey is done.

抄録全体を表示

Japanese National Curriculum was revised in 2008/2009. Aims, knowledge/understanding and skills, and strategies of each school subjects in this curriculum have provided as courses of study, which are called Gakushu-sidou-yoryou in Japanese. New Courses of Study for Geography have changed dramatically not only in knowledge/understanding aspect, but also in skill aspect. Map skill learning and enquiry learning which applies map skills alongside knowledge/understanding or other skills, are regarded as more important literacy than previous versions. Therefore purposes of this paper are, to analyze revised versions, and to propose some map teaching/learning strategies that based on the purport of this revision. Analyses of descriptions in New Courses of Study for Geography give the following results. At primary stage as Social Studies, key points of the revision are, clear descriptions of the globe use in course aims, much respect for fundamental map skills at the beginning from Social Studies, clear descriptions of atlas as authorized textbooks which are supplied free to every pupil. At lower secondary stage as geography field in Social Studies, various map skills are more respected than previous version. For instance, new version requires more sufficient and more effective use of maps and atlas on teaching plan. At upper secondary stage as Geography which is one optional subject in Geography and History, social utility of maps such as topographical maps provided by Geospatial Information Authority of Japan, hazard maps, geographical information system etc. are mentioned specifically. The above map skills and usages of maps have been defined as core of geographical skills in previous versions. But descriptions in new versions are more detailed. The purport of this revision is, to foster more world geography knowledge/understanding, to foster more skills like thinking through literacy activities with various resources including maps, to foster ability and attitude for social participations like willing to realize society for sustainable development. Therefore we should consider above descriptions on the base of this purport. These considerations propose followings are key points for challenging map teaching/learning practice that are underpinned with the purport. 1) Teaching/learning that foster familiar attitude toward maps through real experience. This is especially worth at primary stage. We should encourage to relate pupils' real experience with maps both in outdoor and in classroom environment. 2) Teaching/learning that use picture maps with sentences. Primary pupils like drawing and reading picture maps. We should use picture maps with reading/writing in enquiry activities. Drawing picture maps that pupils image from novels, problem solving exercises that use picture maps and sentences, making quizzes that consist from picture maps and sentences, are instances. 3) Teaching/learning that use globe in order to foster sphere image of the world. Developed plans for globe teaching/learning have been not so many yet. We should develop effective plans referring some pioneering practices. 4) Teaching/learning that use maps in order to discover social issues which involve sustainable development aspect. Maps reveal many social issues in local, regional, national and global scale at environmental, social and economic dimension. So pupils can discover many sustainable development issues on each scale. Discovering these issues on the map is a start of valuable enquiry for education for sustainable development. And sequential studies, that are like analyzing various resources, thinking various opinions, discussing with others, making own decision, expressing own value/attitude, will foster ability and attitude for social participations like willing to realize society for sustainable development. We should develop effective strategies of education for sustainable development alongside strategies of map teaching/learning practice.

抄録全体を表示