|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.
Problem-Based Learning in K–8 Mathematics and Science Education: A Literature Review
Joi Merritt, Mi Yeon Lee, Peter Rillero, and Barbara M. Kinach
Problem-Based Assignments as a Trigger for Developing Ethical and Reflective Competencies
Dieter Euler and Patrizia Kühner
Problem-Based Learning Pedagogy Fosters Students’ Critical Thinking About Writing
Rita Kumar and Brenda Refaei
STEM High School Teachers’ Views of Implementing PBL: An Investigation Using Anecdote Circles
Aimée L. deChambeau and Susan E. Ramlo
The Relationship Between Project-Based Learning and Rigor in STEM-Focused High Schools
Julie Edmunds, Nina Arshavsky, Elizabeth Glennie, Karen Charles, and Olivia Rice