The integration of modern science and indigenous knowledge systems in the science education curriculum for South African schools represents social justice for the majority of South Africans as they determine the knowledge necessary for themselves and for future generations in the new South Africa. An exploratory research reveals tension and a dichotomous relationship between modern science and IKS, caused by false hierarchies that are influenced by factors such as colonialism, capitalism and modernisation to the exclusion of the core values held by indigenous people in their relationship with nature. The thesis demonstrates that the integration requires an epistemology that puts humanity first and a framework that accommodates both ways of knowing. This should allow for the best in the two systems of knowing to serve humanity in a dialogical manner. / Educational Studies / M. Ed. (Philosophy of Education)

Σκοπός της παρούσης έρευνας είναι η μελέτη της συνεισφοράς που μπορεί να έχει η διδασκαλία μέσω επίλυσης προβλήματος στην κατανόηση των ανισώσεων και στην ανάπτυξη της ικανότητας μοντελοποίησης από μαθητές της Β΄ Γυμνασίου. Σχεδιάστηκε ένα οιονεί πείραμα που αφορούσε τη διαφοροποιημένη διδασκαλία του κεφαλαίου των ανισώσεων σε δύο τμήματα 17 μαθητών (πειραματική ομάδα και ομάδα ελέγχου). Αξιολογήθηκαν η κατάκτηση του γνωστικού αντικειμένου και η ικανότητα μοντελοποίησης-επίλυσης μιας κατάστασης-προβλήματος μέσω γραπτής δοκιμασίας, ενώ διενεργήθηκαν και συνεντεύξεις. Παράλληλα σκοπός μας ήταν η διερεύνηση της ικανότητας μοντελοποίησης-επίλυσης μιας κατάστασης-προβλήματος ενός ευρύτερου δείγματος μαθητών Β΄ Γυμνασίου, σχολείων αγροτικής, ημιαστικής και αστικής περιοχής. Πραγματοποιήθηκε επισκόπηση σε ένα δείγμα 39, 48 και 53 μαθητών αντίστοιχα, οι οποίοι κλήθηκαν να αντιμετωπίσουν γραπτώς μια κατάσταση-πρόβλημα, ενώ επίσης διενεργήθηκαν συνεντεύξεις. Από την ποσοτική και ποιοτική ανάλυση των αποτελεσμάτων προκύπτει ότι οι μαθητές μεσαίας επίδοσης είναι αυτοί που κυρίως επωφελήθηκαν από την διδασκαλία μέσω επίλυσης προβλήματος. Επιβεβαιώθηκε η διάκριση τεσσάρων επιπέδων ανάπτυξης στην ικανότητα δόμησης και χρήσης μαθηματικών μοντέλων από μέρους των μαθητών, ενώ κατέστησαν εμφανείς οι μεγάλες δυσκολίες που αντιμετωπίζουν οι τελευταίοι στην ανωτέρω διαδικασία. / The purpose of this research is to study the contribution of teaching through problem solving, in understanding inequalities and in the development of modeling capacity by students of the 2nd high school. A quasi-experiment was designed on differentiated instruction of inequalities in two classes of 17 students (experimental and control group). The achievement of the knowledge object and the ability to resolve a problem situation through mathematical modeling, were assessed by means of a written test and interviews. At the same time, our aim was to investigate the modeling capacity of a larger sample of 2nd high school students, of rural, suburban and urban schools. A survey was carried out in a sample of 39, 48 and 53 students respectively, who were invited to address a problem situation in writing, while interviews were also conducted. The quantitative and qualitative analysis of the results shows that medium performance students were the ones who largely benefited from the “teaching through problem solving” approach. The identification of four levels in the development of constructing and using mathematical models was confirmed, while became apparent major problems faced by the students in the above process.

There is an increasing concern for the impact of humans on the environment. Traditionally, ecological models consider human influence as a constant or linearly varying parameter, whereas socioeconomic models and frameworks tend to oversimplify the ecological system. But tackling complex environmental challenges faced by our societies requires interdisciplinary approaches due to the intricate feedbacks between the socioeconomic and ecological systems involved. Thus, models of social-ecological systems couple an ecological system with a socioeconomic system to investigate their interaction in the integrated dynamical system. We define this coupling formally and apply the social-ecological approach to three ecological cases. Indeed, we focus on eutrophication in shallow freshwater lakes, which is a well-known system showing bistability between a clear water state and a turbid polluted state. We also study a model accounting for an aquifer (water stock) and a model accounting for a biotic population exhibiting bistability through an Allee effect. The socioeconomic dynamics is driven by the incentive that agents feel to act in a desirable or undesirable way. This incentive can be represented by a difference in utility, or in payoff, between two strategies that each agent can adopt: agents can cooperate and act in an environment-friendly way, or they can defect and act in an ecologically undesirable way. The agents' motivation includes such factors as the economic cost of their choice, the concern they feel for the environment and conformism to the collective attitude of the human group. Thus, the incentive to cooperate responds to the state of the ecological system and to the agents' collective opinion, and this response can be linear, nonlinear and monotonic, or non-monotonic. When investigating the mathematical form of this response, we find that monotonic non-linear responses may result in additional equilibria, cycles and basins of attraction compared to the linear case. Non-monotonic responses, such as resignation effects, may produce much more complicated nullclines such as a closed nullcline and weaken our ability to anticipate the dynamics of a social-ecological system. Regarding the modelling of the socioeconomic subsystem, the replicator dynamics and the logit best-response dynamics are widely used mathematical formulations from evolutionary game theory. There seems to be little awareness about the impact of choosing one or the other. The replicator dynamics assumes that the socioeconomic subsystem is stationary when all agents adopt the same behaviour, whereas the best-response dynamics assumes that this situation is not stationary. The replicator dynamics has formal game theoretical foundations, whereas best-response dynamics comes from psychology. Recent experiments found that the best-response dynamics explains empirical data better. We find that the two dynamics can produce a different number of equilibria as well as differences in their stability. The replicator dynamics is a limit case of the logit best-response dynamics when agents have an infinite rationality. We show that even generic social-ecological models can show multistability. In many cases, multistability allows for counterintuitive equilibria to emerge, where ecological desirability and socioeconomic desirability are not correlated. This makes generic management recommendations difficult to find and several policies with and without socioeconomic impact should be considered. Even in cases where there is a unique equilibrium, it can lose stability and give rise to sustained oscillations. We can interpret these oscillations in a way similar to the cycles found in classical predator-prey systems. In the lake pollution social-ecological model for instance, the agents' defection increases the lake pollution, which makes agents feel concerned and convince the majority to cooperate. Then, the ecological concern decreases because the lake is not polluted and the incentive to cooperate plummets, so that it becomes more advantageous for the agents to defect again. We show that the oscillations obtained when using the replicator dynamics tend to produce a make-or-break dynamics, where a random perturbation could shift the system to either full cooperation or full defection depending on its timing along the cycle. Management measures may shift the location of the social-ecological system at equilibrium, but also make attractors appear or disappear in the phase plane or change the resilience of stable steady states. The resilience of equilibria relates to basins of attraction and is especially important in the face of potential regime shifts. Sources of uncertainty that should be taken into account for the management of social-ecological systems include multistability and the possibility of counterintuitive equilibria, the wide range of possible policy measures with or without socioeconomic interventions, and the behaviour of human collectives involved, which may be described by different dynamics. Yet, uncertainty coming from the collective behaviour of agents is mitigated if they do not give up or rely on the other agents' efforts, which allows modelling to better inform decision makers.

´Scientific revolution´, as a concept, is both ´philosophically general´ and ´historically unique´. Both dual-sense of the term alludes to the occurrence of great changes in science. The former defines the changes in science as a continual process while the latter designate them, particularly, as the ´upheaval´ which took place during the early modern period. This research aims to demonstrate how the historicists´ critique of the justification of the traditional claims of science on the basis of the scientific processes and norms of the 16th and 17th centuries, illustrates the historical/local determinacy of the science claims. It argues that their identification of the contextual and historical character of scientific processes warrants a reconsideration of our notion of the universality of science. It affirms that the universality of science has to be sought in the role of such sources like scientific instruments, practical training and the acquisition of methodological routines / "Revolución científica", como concepto, se refiere a la vez a algo «filosóficamente general» e « históricamente único". Ambos sentidos del término aluden a la ocurrencia de grandes cambios en la ciencia. El primero define los cambios en la ciencia como un proceso continuo, mientras que el último los designa, en particular, como la "transformación", que tuvo lugar durante la Edad Moderna. Esta investigación tiene como objetivo demostrar cómo la crítica de los historicistas a la justificación de las características tradicionales de la ciencia sobre la base de los procesos y normas científicos de los siglos XVI y XVII, ilustra la determinación histórica y local de los atributos de la ciencia. Se argumenta que la identificación del carácter contextual e histórico de los procesos científicos justifica una reconsideración de nuestra noción de la universalidad de la ciencia. Se afirma que la universalidad de la ciencia se ha de buscar en el papel de tales fuentes como instrumentos científicos, la formación práctica y la adquisición de rutinas metodológicas