|Editor:||Michael M. Grant, University of South Carolina|
|Co-Editor:||Krista Glazewski, Indiana University|
|Founding Editor:||Peggy A. Ertmer, Purdue University|
The Interdisciplinary Journal of Problem-based Learning (IJPBL) publishes relevant, interesting, and challenging articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms.
IJPBL is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles.
The Transfer of Problem-Based Learning Skills to Clinical Practice
Marie T. Stanton, Suzanne Guerin, and Terry Barrett
Engaged Learning: Impact of PBL and PjBL with Elementary and Middle Grade Students
Sharon Dole, Lisa Bloom, and Kristy K. Doss
Formative Assessment to Support Students’ Competences in Inquiry-Based Science Education
Regula Grob, Monika Holmeier, and Peter Labudde
Students’ and Teachers’ Experiences With the Implementation of Problem-Based Learning at a University Law School
Marit Wijnen, Sofie M. M. Loyens, Guus Smeets, Maarten J. Kroeze, and Henk T. Van der Molen
Problem-Based Learning in K–8 Mathematics and Science Education: A Literature Review
Joi Merritt, Mi Yeon Lee, Peter Rillero, and Barbara M. Kinach