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.
Please also visit ijpbl.org for further information on problem-based learning and this journal.
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.
Current Issue: Volume 6, Issue 1 (2012)
Articles
Guest Editors’ Introduction
Woei Hung and Sofie M. M. Loyens
International Perspectives on Problem-based Learning: Contexts, Cultures, Challenges, and Adaptations
Cindy E. Hmelo-Silver
Overcoming the Walmart Syndrome: Adapting Problem-based Management Education in East Asia
Philip Hallinger and Jiafang Lu
“I Know This is Supposed to be More Like the Real World, But . . .”: Student Perceptions of a PBL Implementation in an Undergraduate Materials Science Course
Holly R. Henry, Andrew A. Tawfik, David H. Jonassen, Robert A. Winholtz, and Sanjeev Khanna
A Longitudinal Investigation of Project–based Instruction and Student Achievement in High School Social Studies
Emily J. Summers and Gail Dickinson
The Impact of Concept Mapping on the Process of Problem-based Learning
Wichard Zwaal and Hans Otting
Attendance and Achievement in Problem-based Learning: The Value of Scaffolding
Mike Smith and Kathryn Cook
Relationships between Language Background, Secondary School Scores, Tutorial Group Processes, And Students’ Academic Achievement in PBL: Testing a Causal Model
Veena S. Singaram, Cees P. M. van der Vleuten, Arno M. M. Muijtjens, and Diana H. J. M. Dolmans
