Este estudo analisa o uso de uma nova proposta de organização curricular para o Ensino Médio, fundamentada no trabalho com a História da Ciência em sala de aula. Propõe-se que, nas aulas de história, por meio da análise da História da Ciência o estudante possa compreender e relacionar aspectos fundamentais dos conceitos trabalhados inicialmente apenas nas aulas de Ciências da Natureza e Matemática. Para tal, parte-se da premissa de que toda a fundamentação e contextualização da ciência devam ser realizadas nas aulas de história, pelo professor da disciplina em que questão, baseando-se em uma visão inserida na ciência e na tecnologia. Acredita-se que, com essa prática, evita-se a perpetuação da ideia de que a produção de ciência seja considerada algo sagrado e inviolável, bem como o próprio cientista que é tratado como um ser de sabedoria incontestável. Ao contrário, busca-se formar uma nova visão da ciência, que está sujeita a críticas e a reformulações, como mostra a própria história de sua produção. Dessa forma, aluno e professor reconstroem a estrutura do conhecimento. Defende-se ainda que esse formato de organização possa auxiliar o estudante brasileiro, de Ensino Médio, a construir nova ordenação de pensamento, o que facilitaria a percepção de novos conhecimentos. Para a análise da construção do pensamento o estudo faz uma comparação entre o pensamento de dois epistemólogos de fundamental importância para educação e para a história da ciência: Thomas Kuhn e Jean Piaget. / The current study analyzes the use of a proposal for a new curricular organization to be adopted by Brazilian high schools. Such proposal is based on work carried on using history of science. The idea is for the student, through the analysis of the history of science, to understand and relate fundamental aspects of concepts initially worked only in classes of natural sciences and mathematics. For this it is assumed that all foundation and contextualization of science must be carried out in history classes, by the history teacher, and it is based on a vision inserted in science and technology. It is believed that such practice avoids the perpetuation of the idea that the production of science is considered sacred and inviolable, as well as the scientist himself who is treated as a being of unquestionable wisdom. On the contrary, it seeks to form a new vision of science, which is subject to criticism and reformulation, as the history of its production shows. In this way, student and teacher reconstruct the structure of knowledge. It is also defended that this format of organization can help the Brazilian high school student to construct a new order of thought, which would facilitate the perception of new knowledge. For the analysis of the construction of thought the current study compares the ideas of two epistemologists of fundamental importance for education and for history of science: Thomas Kuhn and Jean Piaget.

Made available in DSpace on 2016-03-15T19:45:20Z (GMT). No. of bitstreams: 1 Nilton Cesar Nicola.pdf: 3916095 bytes, checksum: fbfd29a597a58618a89f3bb588f9a114 (MD5) Previous issue date: 2011-08-10 / This project became real due to the researcher's interest in new approaches to teaching and in implementing a transdisciplinary teaching proposal. In this case, the proposal consisted of a reading assignment, under different perspectives, of a Machado de Assis's short story. The project was based on Edgar Morin's ideas of the complexity of knowledge of different subjects, and traditional school's simplistic approaches to learning, were questioned. Contextualizing and integrating were the objectives of the work developed by teachers of Reading and Writing Texts, Philosophy, Sociology, Psychology, History , subjects that together with Academic-Scientific and Cultural Activities, are part of the freshman year of the School of Pedagogy at "Faculdade de Ciências Aplicadas e Tecnológica do Litoral Sul/FACSUL". Transdisciplinary projects of such kind may be applicable at any school level, aiming to create a valuable dialogue between areas of knowledge, and also to achieve a more significant and contextualized learning. / O presente projeto nasceu do interesse do pesquisador por novos paradigmas para o ensino e por implementar uma proposta didático-pedagógica transdisciplinar. Neste caso a proposta consistiu na leitura crítica, através de diferentes perspectivas, de um conto de Machado de Assis. Postulou-se, com base nas ideias de Edgar Morin, a complexidade das relações entre as diferentes áreas do conhecimento e se questionaram padrões reducionistas, característicos da filosofia de ensino tradicional. Contextualizar e integrar foram os objetivos do trabalho desenvolvido com os professores de Leitura e Produção de Textos, Filosofia, Sociologia, Psicologia e História, disciplinas que compõem, juntamente com Atividades Acadêmico-Científico-Culturais (AACC), a matriz curricular do primeiro semestre do curso de Pedagogia da Faculdade de Ciências Aplicadas e Tecnológicas do Litoral Sul/FACSUL. Projetos transdisciplinares como este, aplicáveis em todos os níveis, objetivam religar as áreas do conhecimento e valorizar o diálogo entre os saberes, de forma significativa e contextualizadora.

The purpose of this study is to examine teachers&rsquo / beliefs and perspectives about an applied transdisciplinary approach of integrated early childhood curriculum. While developing an integrated curriculum for early childhood education, one of the challenges for educators is delivering the themes into different disciplines. For this reason, researchers have developed different models to integrate disciplines in different ways. Transdisciplinary approach is one of the models developed for integrated curriculum. Transdisciplinary approach, in which activities are complementary, provides different disciplines to be connected through a real life context. That is, the themes or units do not arouse from disciplines, there is a globally significant theme for the thematic teaching units. Furthermore, collaborative planning is another crucial part of transdisciplinary approach for an effective curriculum teachers working together. International Baccalaureate Primary Years Program is the first and foremost a transdisciplinary curriculum developed for international primary education. To examine teachers&rsquo / beliefs and perspectives about transdisciplinary approach, collaborative planning, integration of disciplines in a transdisciplinary curriculum and benefits of this curriculum to children and parents in a private kindergarten which is implementing Primary Years Program is chosen. This study is conducted in a private kindergarten in Ankara with eighteen teachers who teach six-year-old children. In accordance with this thesis, the structure of a transdisciplinary approach of integrated early childhood education curriculum and teachers&rsquo / beliefs and perceptions about transdisciplinary curriculum are qualitatively determined by the case study approach. The results reveal that teachers have positive point of view towards transdisciplinary curriculum in early childhood education. They believe that there are positive effects of transdisciplinary curriculum on students and parents. Moreover they point out the importance of collaborative planning.

Research Doctorate - Doctor of Philosopy (PhD) / An environmental history approach is used in this thesis as a foundation for the analysis of the social and environmental changes that have occurred from the ancient past to the present within the Paterson Valley in New South Wales, Australia. The study examines the biophysical basis of the valley’s ecological processes and then describes the influence of the activities of Aboriginal peoples and subsequent European colonisation on the landscape. The study makes use of the various methodologies within social and ecological systems to assist with the analysis. It demonstrates the value of concepts such as complex adaptive systems, the adaptive cycle, panarchy and ecosystem health as ways of conceptualising complex transdisciplinary issues to reach conclusions based on temporal and spatial evidence. The complex relationships that the Aboriginal peoples had with the environment are compared with the various and rapid phases of colonial influences and processes. The social dimension of the changes over time is examined particularly with respect to the Indigenous and European institutions and infrastructure that influence the landscape. A significant issue identified in the study was the changing influence of Western institutions on the ecosystem health of the Valley; from local to global. The implications of this on ecosystem health are discussed. The Valley’s landscapes are divided into alluvial and non-alluvial, with the latter receiving the most attention in the study primarily due to its more extant nature whereas the alluvial rainforest has been virtually eliminated through extensive land clearing. The analysis of the non-alluvial landscape shows how important the Indigenous land management practices were in the maintenance of a complex mosaic of vegetation types specifically influenced by fire. The impact of the removal of the Indigenous influences on the landscape and the imposition of European practices and processes have seen a major reduction in the Valley’s ecological complexity. The study identified processes and factors external to the Valley which are increasingly influencing it. Not all of these are detrimental but they result in the Valley’s ecosystem health being more dependent on global events and processes. The study demonstrates the value of the ecosystem health framework for conceptualising the Valley’s ecosystems and the adaptive cycle for analysing and understanding their changes over time. These approaches provide an opportunity to identify pathways for future management of the Valley’s resources.

Research Doctorate - Doctor of Philosopy (PhD) / An environmental history approach is used in this thesis as a foundation for the analysis of the social and environmental changes that have occurred from the ancient past to the present within the Paterson Valley in New South Wales, Australia. The study examines the biophysical basis of the valley’s ecological processes and then describes the influence of the activities of Aboriginal peoples and subsequent European colonisation on the landscape. The study makes use of the various methodologies within social and ecological systems to assist with the analysis. It demonstrates the value of concepts such as complex adaptive systems, the adaptive cycle, panarchy and ecosystem health as ways of conceptualising complex transdisciplinary issues to reach conclusions based on temporal and spatial evidence. The complex relationships that the Aboriginal peoples had with the environment are compared with the various and rapid phases of colonial influences and processes. The social dimension of the changes over time is examined particularly with respect to the Indigenous and European institutions and infrastructure that influence the landscape. A significant issue identified in the study was the changing influence of Western institutions on the ecosystem health of the Valley; from local to global. The implications of this on ecosystem health are discussed. The Valley’s landscapes are divided into alluvial and non-alluvial, with the latter receiving the most attention in the study primarily due to its more extant nature whereas the alluvial rainforest has been virtually eliminated through extensive land clearing. The analysis of the non-alluvial landscape shows how important the Indigenous land management practices were in the maintenance of a complex mosaic of vegetation types specifically influenced by fire. The impact of the removal of the Indigenous influences on the landscape and the imposition of European practices and processes have seen a major reduction in the Valley’s ecological complexity. The study identified processes and factors external to the Valley which are increasingly influencing it. Not all of these are detrimental but they result in the Valley’s ecosystem health being more dependent on global events and processes. The study demonstrates the value of the ecosystem health framework for conceptualising the Valley’s ecosystems and the adaptive cycle for analysing and understanding their changes over time. These approaches provide an opportunity to identify pathways for future management of the Valley’s resources.

Made available in DSpace on 2014-12-17T14:36:11Z (GMT). No. of bitstreams: 1 AnaTLS_TESE.pdf: 3322353 bytes, checksum: 2cbe458f8024ad0c0926ea062e203927 (MD5) Previous issue date: 2010-05-22 / The health transition experienced in Brazilian health care model requires a metamorphosis in human and society, placing new demands on health and education. The Faculty of Science, Culture and Extension of Rio Grande do Norte (Facex), aware of their responsibilities to the Health System, which brings the principle of comprehensiveness as its structural axis, dared to implement a course of nursing in complex thinking and Experiential Pedagogy Humanescente with curriculum inter / transdisciplinary. For deployment of proprosta was not enough to reform thinking of educators, there was a need corporalizar new teaching practices that are aimed at the integral formation of human beings. In this context, emerged the workshop on Human Education autopoietic, self-forming area of the educator, where he developed an Action Research Existential (PA-E) which enabled experience, describe and analyze how the human autopoietic educators could contribute to the practice educational humanescente transdisciplinary curriculum project. Were worked out in meetings, knowledge necessary to practice the transdisciplinary 1st Meeting - learn to create; 2nd Meeting - learn to recognize the laws of nature with emphasis on complexity theory, 3rd Meeting - learn to organize, 4th meeting - namely autoestruturar themselves; 5th Meeting - know how to choose, 6th Meeting - knowing innovate 7th Meeting - namely exchange. Next an autobiographical perspective, we chose the metaphorical possibility to narrate the ways and strategies covered by the author and apprentice in the company of the Little Prince de Saint-Exupery, in search of a sensible pedagogical practice complex, which promotes re-enchant transdisicplinar education. The route involved five methodological connections: a literature review which relate to training for care in undergraduate nursing: the study of learning processes that drive the formation humanopoi?tica, emphasizing the relationship that involves the complexity and embodiment in the educational process transdisciplinary, highlighting the analysis of what is to learn from the findings of biosciences and recent cognitive theories of Maturana and Varela, the description of the interdisciplinary curriculum of the nursing course of Facex and Training Workshop, Human autopoietic, with emphasis on Experiential Education Humanescente; the report of seven meetings of the Workshops (cocoon), recording the experiences and listening to educators (luminescent butterflies), the final reflections with learning opportunized. Experientiality lived through, the expressions and words, educators say the influence of workshops for their teaching practices, highlighting it as a space for selforganizing, creating, learning and enchantment, and can identify the workshop as a place of transformation necessary for deployment an interdisciplinary curriculum. The knowledge emerging from the study indicate the need for permanent spaces of self, in which the educator learns from its body, between cognitive processes and vital, and in the experiences of their formative process the opportunity to act on the dimensions of knowing and being / A transi??o sanit?ria vivenciada no modelo de aten??o brasileiro demanda uma metamorfose no ser humano e na sociedade, colocando novas exig?ncias no ?mbito da sa?de e da educa??o. A Faculdade de Ci?ncias, Cultura e Extens?o do Rio Grande do Norte (Facex), ciente de suas responsabilidades com o Sistema ?nico de Sa?de (SUS), que traz o princ?pio da integralidade como seu eixo estruturante, ousou implantar um curso de Enfermagem pautado no pensamento complexo e na Pedagogia Vivencial Humanescente, com proposta curricular inter/transdisciplinar. Para implanta??o da proprosta n?o era suficiente reformar o pensamento dos educadores. Era necess?rio corporalizar novas pr?ticas pedag?gicas que visassem ? forma??o integral do ser humano. Foi neste contexto que surgiu o Ateli? de Forma??o Humana Autopoi?tica, espa?o de autoforma??o do educador, onde se desenvolveu uma Pesquisa-A??o Existencial (PA-E) que possibilitou vivenciar, descrever e analisar como a forma??o humana autopoi?tica dos educadores poderia contribuir para a pr?tica educativa humanescente do projeto curricular transdisciplinar. Foram trabalhados, nos encontros, saberes necess?rios ? pr?tica transdisciplinar: 1? Encontro - saber criar; 2? Encontro - saber reconhecer as leis da natureza com ?nfase na teoria da complexidade; 3? Encontro - saber organizar; 4? Encontro - saber autoestruturar-se; 5? Encontro - saber escolher; 6? Encontro -saber inovar; e 7? Encontro - saber trocar. Pr?xima de uma perspectiva autobiogr?fica, optouse pela possibilidade metaf?rica para narrar as estrat?gias e os caminhos percorridos pela autora e aprendiz, na companhia do Pequeno Pr?ncipe, de Saint-Exup?ry, em busca de uma pr?tica pedag?gica sens?vel, complexa, transdisciplinar, que promova o reencantar da educa??o. O percurso envolveu cinco conex?es metodol?gicas: a revis?o de literatura, que contextualiza a forma??o para o cuidado na gradua??o em Enfermagem; o estudo das aprendizagens que impulsionam a forma??o humanopoi?tica, com ?nfase na rela??o que envolve a complexidade e a corporeidade no processo educativo transdisciplinar, destacando a an?lise do que ? aprender, a partir das descobertas das bioci?ncias e das recentes teorias da cogni??o de Maturana e Varela; a descri??o do curr?culo transdisciplinar do curso de Enfermagem da Facex e do Ateli? de Forma??o Humana Autopoi?tica, com ?nfase na Pedagogia Vivencial Humanescente; o relato dos sete encontros dos Ateli?s (casulo), com o registro das viv?ncias e da escuta dos educadores (Borboletas luminescentes); e as reflex?es finais com as aprendizagens oportunizadas. Atrav?s das experiencialidades vividas pelas express?es e falas, os educadores afirmam a influ?ncia dos Ateli?s para suas pr?ticas educativas, destacando-o como espa?o de auto-organiza??o, cria??o, aprendizagem e encantamento, sendo poss?vel identificar o Ateli? como lugar de metamorfose necess?rio ? implanta??o de um curr?culo transdisciplinar. Os saberes emergentes do estudo apontam para a necessidade de espa?os permanentes de autoforma??o, em que o educador aprende com sua corporeidade, entre processos cognitivos e vitais, tendo nas viv?ncias do seu processo formativo a oportunidade de atuar sobre as dimens?es do saber e do ser

Submitted by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-10-17T14:51:56Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_DelsineiCosta_PROFCIAMB.pdf: 2242599 bytes, checksum: cf27f23aa91b4df8db1846fbe2ace81c (MD5) Prod.Educ._DelsineiCosta_PROFCIAMB.pdf: 2519541 bytes, checksum: ff636edb23689754301b2fa9da012239 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-10-17T14:52:09Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_DelsineiCosta_PROFCIAMB.pdf: 2242599 bytes, checksum: cf27f23aa91b4df8db1846fbe2ace81c (MD5) Prod.Educ._DelsineiCosta_PROFCIAMB.pdf: 2519541 bytes, checksum: ff636edb23689754301b2fa9da012239 (MD5) / Made available in DSpace on 2018-10-17T14:52:09Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_DelsineiCosta_PROFCIAMB.pdf: 2242599 bytes, checksum: cf27f23aa91b4df8db1846fbe2ace81c (MD5) Prod.Educ._DelsineiCosta_PROFCIAMB.pdf: 2519541 bytes, checksum: ff636edb23689754301b2fa9da012239 (MD5) Previous issue date: 2018-08-10 / This dissertation based on the assumption of the education of language in England is ser contextualizated with a reality discent by midia of several aspects that permeiam sua cotidiana, among the various possibilities, we use the fruitful agrodiversity present both in the home-school and in the urban backyards of the city of Eirunepé-Am. Based on this understanding, this work sought to construct bilingual didactic material for the teaching of environmental sciences through the LI from the student's cognition. In order to reach the proposed objectives of the research, we identified the existing fruit trees of the urban backyards of the city of Eirunepé and the students' environmental perception about the fruitful diversity in the home-school path, with a view to elaborating a bilingual educational product on fruitful diversity as a tool for the teaching of environmental sciences. The object of study used in the development of this research was given at the Federal Institute of Education Science and Technology of Amazonas on the campus of Eirunepé. The research fits the typology of exploratory-descriptive research conducted through a case study, in focus consisted of a non-probabilistic sampling, in view of the choice of interviewees for participation in the first phase and, the study does not depend on probability but of the characteristics of the research. The research shows the contextualization of education through fruitful agrodiversity can be an important tool for curricular work, due to its motivational, challenging and constructive nature, and can be inserted as a pedagogical proposal in primary schools. / Esta dissertação se baseia no pressuposto de que o ensino de língua Inglesa pode ser contextualizado com a realidade discente por meio de vários aspectos que permeiam sua vida cotidiana, entre as diversas possibilidades, utilizamos a agrodiversidade frutífera presente tanto nos trajetos casa-escola quanto nos quintais urbanos da cidade de Eirunepé-Am. Partindo dessa compreensão este trabalho buscou construí material didático bilíngue para ensino de ciências ambientais por meio da LI a partir do etnoconhecimento discente. Para alcançar os objetivos propostos da pesquisa identificaram-se as frutíferas existentes dos quintais urbanos da cidade de Eirunepé e arrolou-se a percepção ambiental dos discentes sobre a diversidade frutífera no trajeto casa-escola, com vistas elaboração de produto educacional bilíngue sobre a diversidade frutífera como ferramenta para o ensino das ciências ambientais. O objeto de estudo utilizado no desenvolvimento desta pesquisa deu-se no Instituto Federal de Educação Ciência e Tecnologia do Amazonas no campus de Eirunepé. A pesquisa enquadra-se na tipologia de pesquisa exploratória-descritiva realizada por meio de um estudo de caso, em foco consistiu em uma amostragem não probabilística, tendo em vista a escolha de entrevistados para participação da primeira fase e, o estudo não depender de probabilidade e sim das características da pesquisa. A pesquisa mostra a contextualização do ensino por meio da agrodiversidade frutífera pode ser uma ferramenta importante para o trabalho curricular, devido ao seu caráter motivacional, desafiador e construtivo, podendo ser inserido como uma proposta pedagógica nas escolas de educação básica.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-01-18T14:17:36Z No. of bitstreams: 2 Dissertação - Wanderson Moura Costa - 2017.pdf: 2338004 bytes, checksum: e0d180e0f539a054565a5d9eae4ba7dc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-01-18T14:18:14Z (GMT) No. of bitstreams: 2 Dissertação - Wanderson Moura Costa - 2017.pdf: 2338004 bytes, checksum: e0d180e0f539a054565a5d9eae4ba7dc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-01-18T14:18:14Z (GMT). No. of bitstreams: 2 Dissertação - Wanderson Moura Costa - 2017.pdf: 2338004 bytes, checksum: e0d180e0f539a054565a5d9eae4ba7dc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The study of singing, for a long time, has been compartmentalized in several areas of knowledge. Since voice is a complex phenomenon, an approach that prioritizes the phenomena complexity becomes necessary. This work, through a bibliographical review, discusses the inherent complexity of singing, from the point of view of transdisciplinarity, proposed by Barasab Nicolescu, and Edgar Morin's Theory of Complexity. The aim of this study was to study the singing voice in a complex and transdisciplinary way. Based on the methodological assumptions of transdisciplinarity - level of reality, principle of the third included term and theory of complexity - we attempted to establish correlations between transcomplex theory and its effective contribution to the pedagogical practices of singing teachers. Despite the complexity of the singing voice, it was evident that the mere awareness of singing as a complex phenomenon is not sufficient for a resignification of teaching practices. Such a resignification will only occur if the teacher proposes to adopt a new posture in his teaching practice, a position that is followed by a transdisciplinary attitude. / O estudo do canto, por muito tempo, esteve compartimentado em diversas áreas do conhecimento. Uma vez que a voz é um fenômeno complexo, uma abordagem que priorize a complexidade dos fenômenos se faz necessária. Este trabalho, mediante uma revisão bibliográfica, discute a complexidade inerente ao canto, sob a ótica da transdisciplinaridade, proposta por Barasab Nicolescu, e da Teoria da Complexidade, de Edgar Morin. Objetivou-se realizar um estudo sobre a voz cantada de maneira complexa e transdisciplinar. Baseado nos pressupostos metodológicos da transdisciplinaridade - nível de realidade, princípio do terceiro termo incluso e teoria da complexidade - buscou-se estabelecer correlações entre a teoria transcomplexa e sua efetiva contribuição às práticas pedagógicas dos professores de canto. Apesar da constatação da complexidade inerente à voz cantada, evidenciou-se o fato de que a mera conscientização do canto como um fenômeno complexo não é suficiente para que uma ressignificação das práticas docentes aconteça. Tal ressignificação somente ocorrerá caso o professor se proponha a adotar uma nova postura em sua prática docente, postura essa que perpasse por uma atitude transdisciplinar.

Humanity is facing challenges of sustainably producing enough food for a growing population without further eroding the world’s ecosystems. Transformation of natural habitats into agriculture has resulted in opportunities for civilization, but has also led to land degradation and loss of biodiversity, threatening the generation of ecosystem services. A better understanding of interlinkages and trade-offs among ecosystem services, and the spatial scales at which services are generated, used and interact, is needed in order to successfully inform land use policies. This includes the need to develop transdisciplinary tools that can disentangle the relationships between the supply of and demand for ecosystem services. This thesis investigates agricultural landscapes as complex social-ecological systems, and uses a multi-method approach to assess ecosystem service generation from different types of agricultural landscapes and to examine the social-ecological nature of these services. More specifically, the thesis discusses the importance of appropriate spatial scales, explores landscape change, integrates stakeholder knowledge and develops tools to investigate supply and demand of multiple ecosystem services.  Paper I reviews the literature on ecosystem service mapping, revealing that services were mostly mapped at intermediate spatial scales (municipality and province), and rarely at local scales (farm/village). Although most of the reviewed studies used a resolution of 1 hectare or less, more case-specific local scale mapping is required to unravel the fine-scale dynamics of ecosystem service generation that are needed to inform landscape planning. To explore future uncertainties and identify relevant ecosystem services in a study area, paper II builds alternative scenarios using participatory scenario planning in the Upper Thukela region, South Africa. The paper compares methods to select services for an ecosystem service assessment showing that scenario planning added limited value for identifying ecosystem services, although it improved knowledge of the study area and availed useful discussions with stakeholders. Papers III and IV combines social and biophysical data to study the supply and demand of ecosystem services at farm- and landscape level, through participatory mapping and expert assessments in the Upper Thukela region, South Africa (paper III), and through in-depth interviews and biophysical surveys in Uppsala County, Sweden (paper IV), including small-scale and large-scale farmers. Both papers find apparent differences between the farmer groups in terms of the supply and the demand of services, and also the capacity of the farmers to influence the generation of services (paper III). Paper IV further establishes the importance of using multiple indicators combining social and biophysical data to quantify and investigate the complex social-ecological nature of ecosystem services. A cross-case comparison of ecosystem service bundles, using data from papers III and IV, finds similarities in bundles generated in the large-scale systems, while the small-scale agriculture bundles varied. This thesis provides new insights into the social-ecological generation of ecosystem services at fine scales such as farm and landscape levels, and shows the importance of including the knowledge of various stakeholders, combining different methods and tools to increase the understanding of supply and demand of ecosystem services. / <p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.</p>

Background: In March 2020, because of the Covid-19 pandemic, suddenly and completely unexpected, governments worldwide replaced face-to-face education with emergency distance teaching. Studies showed that students and teachers, in general, had been negatively affected by the strategy. Upper secondary school teachers and students in Sweden were affected and have now worked and studied from home for more than one year. Problem: Teachers were now asked to do extraordinary things regarding course delivery and learning. However, school curricula have not changed, and it has been up to the teachers to adapt their teaching to fulfil the curricula. Few studies provided teachers’ perspectives on this extraordinary situation and why it was essential to enter the teacher’s world and determine how this affected them and their work. Aim: The purpose of this study was to explore the Swedish upper secondary school teachers' experiences of Emergency Distance Teaching during the first year of the Covid-19 pandemic. Three research questions were considered sufficient to answer this aim. Method: A qualitative narrative design captured the lived experiences of Swedish upper secondary school teachers. Stories from two teachers that worked in two different school contexts were collected. Result: The stories were personal, emotional, and revealing and answered the research questions. The Qualitative content analysis identified three themes: (1) Distant and Remote Communication, (2) Key are to be Present, Kind, and Innovative, and (3) Trials. Both teachers' most decisive change and challenges were the difficulties they experienced with maintaining connectedness and the interrupted teacher-student relationship, which was especially difficult in vocational programs. The result surprisingly showed that some students had benefitted from EDT and showed higher attendance than before. The stories showed how the teachers struggled to be creative to fulfil students' vital needs and often used outside-box strategies to manage. The teachers also showed how they felt lonely and how this had affected their job satisfaction and well-being. Significant, was that the result showed that the teachers had gained new skills and knowledge of how to handle the best teaching during school closure, even if it were not the teaching that they would prefer. Conclusion: Remote and distance teaching will become increasingly important in the future, considering Anthropogenic Climate Change. There is a strong call for a holistic transdisciplinary approach to identify and manage the organizational and psychological impacts of EDT on Swedish upper secondary school teachers. Strategies specifically targeting teachers working with vocational programs and students from low socioeconomic backgrounds are needed to avoid exacerbating existing disparities. Teachers required close contact with their students to have job satisfaction and they needed to be included and receive clear support, trust, and guidelines from school management.