Environmental Education (EE) is vital for shaping citizens who understand and value sustainability as an epistemological and practical alternative to mitigate current environmental issues. This research was prompted by the exploration of the relationship between EE and the physical sciences, connections that are often overlooked in curriculums and in the teaching processes of both this science and EE. It is essential to emphasize that physics provides conceptual frameworks and methodological tools that can enhance the understanding of environmental phenomena from a broad and multidimensional perspective. To delve into these connections, a study with a hermeneutic interpretative nuance was conducted. Through a questionnaire, the perceptions of prospective teachers in the natural sciences field regarding this topic were gathered. The findings revealed that a significant number of them recognize and value the correlation between physics and EE. From their perspective, this linkage is not only crucial for a comprehensive view of environmental dynamics but also to encourage students to develop critical, articulated, and well-founded thinking about environmental balance. The research also highlighted the didactic opportunities presented when intertwining physics with EE. By associating physical concepts with real environmental issues, learning can be reinforced, making it meaningful and enduring over time. This interdisciplinary fusion also holds the potential to increase students' motivation and interest, fostering a more active and engaged attitude in their educational journey
Uncovering shifts in the history of Physics education: a systematic, NLP-based, thematic analysis of articles from The Physics Teacher and Physics Education journals (1966-2019)
University of Bologna（博洛尼亚大学）；University of Oslo（奥斯陆大学）
Teaching materials aligned or unaligned with the principles of the Cognitive Theory of Multimedia Learning: the choices made by Physics teachers and students
Game-Based vs. Simulation-Based Instruction: exploring the sequencing effect on elementary pre-service teachers' understanding of the photoelectric effect
Tinkering in Primary School: From Episode to Science Practice
University of Bologna（博洛尼亚大学）；IMT School for Advanced Studies Lucca（卢卡高等研究学院）；INAF Astrophysics and Space Science Observatory Bologna（意大利国家天体物理研究所博洛尼亚天文台）；IAU Office of Astronomy for Education Center Italy（国际天文学联合会天文学教育办公室意大利中心）
Graduate Training in Quantum Information Science and Engineering: Lessons, Challenges, and a Roadmap from the NSF Research Traineeship Programs
University of Georgia（佐治亚大学）；University of New Mexico（新墨西哥大学）；Rice University（莱斯大学）；University of Tennessee, Knoxville（田纳西大学诺克斯维尔分校）；Colorado School of Mines（科罗拉多矿业学院）；University of Washington, Seattle（华盛顿大学西雅图分校）；Middle Tennessee State University（中田纳西州立大学）；Dartmouth College（达特茅斯学院）；Ohio State University（俄亥俄州立大学）；Washington University in St. Louis（圣路易斯华盛顿大学）；University of Arkansas（阿肯色大学）；San José State University（圣何塞州立大学）；Yale University（耶鲁大学）；Florida International University（佛罗里达国际大学）；The University of Texas at Austin（德克萨斯大学奥斯汀分校）；Oklahoma State University（俄克拉荷马州立大学）；University of California, Berkeley（加州大学伯克利分校）；IBM Quantum, IBM Research Cambridge（IBM量子，IBM剑桥研究所）；University of California, Santa Barbara（加州大学圣巴巴拉分校）；QuantWare；United States Air Force Academy（美国空军学院）；University of California, Los Angeles（加州大学洛杉矶分校）
