My field of work is mostly interdisciplinary in nature: Science Education with a focus on the integration of Digital Technologies (DT) in science teaching and learning. In the work, I have been developing I have recognized a relationship between DT use and changes in learning environments leading to situations in which pupils naturally solve problems and develop projects working collaboratively. This relationship between DT use and problem-solving caused a shift in my interests toward problem-solving approaches, namely Problem-Based Learning (PBL) and their effects on learning science and pupils' attitudes toward scientific subjects and learning in general. More recently I have been studying how PBL and other active student-centered approaches, in general, apply to i) a continuum of situations from e-learning to in-presence ones concerning different subjects, namely science education, health education (including sexuality education), and teacher formation; ii)non-formal contexts such as science museums and science centers, closing the gap between these institutions and the school; iii) informal contexts and their effects in the attitudes and motivation of youngsters (in the school, at the university) toward learning, iv) the relevance of the nature of science and the history of science in science learning and teaching and the implications in pre-service and in-service teacher education.