|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.
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
Collaborative Learning: Students’ Perspectives on How Learning Happens
Abdulaziz Almajed, Vicki Skinner, Ray Peterson, and Tracey Winning
Another Piece of the “Silence in PBL” Puzzle: Students’ Explanations of Dominance and Quietness as Complementary Group Roles
Vicki J. Skinner, Annette Braunack-Mayer, and Tracey A. Winning
Are You Still with Us? Managing Mobile Phone Use and Group Interaction in PBL
Gillian Hendry, Sally Wiggins, and Tony Anderson