Search

We live in a world marked by a crisis that we understand, from post-colonial literature, as a crisis of the knowledge model that underpins Western Modernity. Therefore, science education which deals with the study of the production of scientific knowledge needs to be attentive to this question. We argue that the challenges imposed by the crisis require a cultural-historical perspective of scientific knowledge that is capable of problematizing the relationships between this crisis and the way scientific knowledge has historically established itself. These considerations led us to develop a theoretical study which intends to stimulate reflections on the politicization in scientific education, pointing out possible ways to enhance this movement, considering the production of scientific knowledge from a cultural-historical perspective. Drawing from discussions about the political character of science education, we bring a reading from the works of Boaventura de Sousa Santos, to produce reflections for science education research and practice. In the final part, we complete this essay with a proposition for scientific education that contemplates the previous discussions, to direct a political and cultural-historical approach for such an enterprise.

Inspired by Freire's principle of dialogue, in this article we present a series of dialogues and critical syntheses between a science teacher-researcher with 35 years of experience and an early-career science teacher-researcher. We explore being in-between academic research in science education and high school teaching. Following Anzaldúa's conceptualization, this site is characterized as a Borderland, with potentialities and challenges, capable of producing displacements in both spaces. Through an exploration of our trajectories, we dialogue about recognition, our identities as teachers-researchers, and ways of doing research and teaching that aligns with demands for social justice in science education. We also explore how our praxis helps in resisting accountability in education, privileging artisanal work and collective reflection.

Our purpose in this article is to discuss the roles for HPSS in Science Education considering the crisis of COVID-19, as well as to think what Science Education could look like beyond the pandemic. Considering the context of a pandemic as a starting point, we defend in this article the thesis that contours of public controversy involving COVID-19 bring elements that allow us to argue that Science Education needs to embrace perspectives that highlight politics as co-constitutive of science, and not in a subsidiary role to it. To defend this thesis, we begin with a theoretical framework based on arguments of science studies and from exemplary cases from history of science. Then, we analyze some of the public controversies surrounding COVID-19, in its most central aspects, trying to interpret how intertwining between science and politics took place. Brazilian case is analyzed in more details. Finally, based on educational scholarship and considering the previous discussions, we propose some implications for Science Education research and practices, both concerning the role of HPSS in its teaching and discussing critically boundaries of this research field.

Loturco, I, Pereira, LA, Mercer, VP, Oliveira, LP, Zanetti, V, Lima, L, Bastos, T, Moura, TBMA, and McGuigan, MR. Jump squat vs. resisted sprint training programs applied to elite youth soccer players: effects on sprint and power-related performance. J Strength Cond Res 38(12): 2107–2113, 2024—This study examined the effectiveness of 2 different and widely used training programs on the sprint and power-related performance of youth soccer players. Two distinct training strategies—vertically oriented jump squats (JSs) or horizontally oriented resisted sprints (RSs)—were executed under the same absolute loading conditions (i.e., 30% of the athletes' body mass [BM]) during a 4-week preseason period. Training schemes, loading intensities (based on %BM), and the number of experimental sessions were designed in conjunction with the soccer club's coaching staff, considering the calendar, available resources, and regular training programs. Twenty-five under-17 soccer players performed a series of speed, power, and jump tests before and after 10 resisted training sessions, consisting solely of loaded JS or RS. Overall, neither group (i.e., JS or RS training groups) exhibited any improvement in linear sprint and change-of-direction (COD) speed. Conversely, vertical jumping ability and peak velocity in the loaded JS increased significantly only in the JS group, which may positively affect players' performance and training prescription during short soccer preseasons. Given the challenges in enhancing sprint speed among soccer players during preseasons (and even over the competitive season), coupled with the limited effectiveness of RS in improving sprinting, COD, and jumping capabilities within congested and short training phases (i.e., ≤4 weeks), the regular use of RS training methods during these phases may be highly questionable. Coaches should carefully consider these critical limitations and potential disadvantages when designing neuromuscular training programs for soccer players during the preparatory phases of the annual training season. [ABSTRACT FROM AUTHOR]

Post-activation performance enhancement (PAPE) is a key objective following regular warm-up routines, especially in sports that rely heavily on sprinting speed and power. Rugby is a team sport characterized by a range of repeated high-intensity efforts, irrespective of positional roles or match demands. In this study, we examined and compared the effects of two different conditioning activities (CAs) on the power- and speed-related abilities of National Team rugby players. Thirteen male rugby union players sequentially performed countermovement jump (CMJ), 30 m sprint, and change-of-direction (COD) tests (pre-testing session) 5 min before executing either one set of six repetitions of 45 cm drop jumps or one set of six repetitions of flywheel eccentric-overload squats. In addition to the sport-specific tests, the muscle mechanical properties of the athletes were also assessed through the use of tensiomyography (TMG). At post-testing sessions conducted 5 and 10 min after the PAPE protocols, no significant changes were observed in any of the assessed variables, either in positions as backs or forwards. However, some meaningful variations were detected at the individual level when using the "true-changes" analysis. Despite some positive individual changes, it can be concluded that these specific protocols did not elicit the expected responses typically observed in other team-sport athletes. Practitioners are encouraged to implement more comprehensive (but not exhaustive) and tailored PAPE interventions prior to training sessions and competitions. [ABSTRACT FROM AUTHOR]

Nitrogen is a very important nutrient in grass maintenance fertilization and therefore must be applied at the appropriate moment. The objective of this study was to identify the most responsive moment to nitrogen fertilization and to verify if root mass and the content of carbohydrates and nitrogen in roots influence the moment of fertilization in cultivars of Megathyrsus maximus (syn. Panicum maximum). This study was carried out simultaneously in a greenhouse using a completely randomized design, with sixteen treatments and five replications, in a 4×4 factorial design. The treatments consisted of four intervals between cultivar defoliation and nitrogen fertilization (0, 3, 6 and 9 days) and four Megathyrsus maximus cultivars, Mombasa, BRS Zuri, BRS Quenia and BRS Tamani, which were evaluated in five regrowth cycles. No difference in forage mass was observed among cultivars when fertilization was performed on days zero, three and nine after harvesting. On day nine, Mombasa showed a higher forage mass compared to BRS Tamani. Nitrogen content in the roots of Zuri decreased when fertilization was performed on the third day after defoliation, remaining constant in the other fertilization intervals. A linear reduction in root starch in BRS Zuri was observed, while in Mombasa cultivars, a linear increase was observed when fertilization was performed nine days after harvesting. Thus, nitrogen fertilization of BRS Tamani should be carried out closer to defoliation, while Mombasa, BRS Zuri and BRS Quenia can be fertilized up to nine days after harvesting, which results in greater flexibility regarding the moment of nitrogen fertilization. [ABSTRACT FROM AUTHOR]