|Editor:||Michael M. Grant, University of Memphis|
|Co-Editor:||Krista Glazewzki, 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.
Conexiones: Fostering Socioscientific Inquiry in Graduate Teacher Preparation
Krista Glazewski, Michele I. Shuster PhD, Thomas Brush, and Andrea Ellis
The Grand Challenge: Helping Teachers Learn/Teach Cutting-Edge Science via a PBL Approach
Peggy A. Ertmer, Sarah Schlosser, Kari Clase, and Omolola Adedokun
Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning
Mary C. English and Anastasia Kitsantas
Improving Problem-based Learning in Creative Communities Through Effective Group Evaluation
Richard E. West, Greg S. Williams, and David D. Williams
Definitions and Uses: Case Study of Teachers Implementing Project-based Learning
Suha R. Tamim and Michael M. Grant