In this thesis, the central interest is to better understand how participatory methods applied during participatory processes in natural resources management can serve as nuclei for social learning. Thereby, the main focus is on learning via interaction in groups. My approach begins with the aim of developing an analytical framework which reflects the main processes that are effective within participatory methods. The framework presents an analytical tool, including proposed methods to monitor and compare the results of participatory approaches with respect to social learning. Building upon this framework, I develop an agent-based model to simulate and explore group dynamics. This model is intended to support a theoretical exploration of whether or not and if so, at what stage, personal views of a problem evolve into a shared understanding of a problem (which can be seen as a key element of social learning), and an assessment of how individual mental models and group properties relate to each other. Results of the model are interpreted to offer suggestions about factors hindering or fostering social learning during the application of participatory methods.
| Identifer | oai:union.ndltd.org:uni-osnabrueck.de/oai:repositorium.ub.uni-osnabrueck.de:urn:nbn:de:gbv:700-2016010713775 |
| Date | 07 January 2016 |
| Creators | Scholz, Geeske |
| Contributors | Prof. Dr. Claudia Pahl-Wostl, Prof. Dr. Art Dewulf |
| Source Sets | Universität Osnabrück |
| Language | English |
| Detected Language | English |
| Type | doc-type:doctoralThesis |
| Format | application/pdf, application/zip |
| Rights | http://rightsstatements.org/vocab/InC/1.0/ |
Page generated in 0.0014 seconds