The Interdisciplinary Journal of Problem-based Learning (IJPBL) publishes relevant, interesting, and challenging peer-reviewed articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms. ISSN 1541-5015.

Current Issue

Vol. 15 No. 2 (2021):

Published: 2021-12-26

Front Matter

Introduction

Woei Hung
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Articles

Strengthening the Comprehension Processes in Medical Students: Applying Problem-Based Learning Accompanied by the Reasoning Procedural Map

Katherina Edith Gallardo, Adrian Valle, Angelica Saldaña
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Enhancing PBL authenticity by engaging STEM professional volunteers

Celeste Nicholas, J. Adam Scribner
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In-service Educators Co-constructing Knowledge in a PBL Setting: Phases of Interaction

Swee Chuan Tan, Meng Yew Tee
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Using Teacher Dashboards to Assess Group Collaboration in Problem-based Learning

Yuxin Chen, Cindy E. Hmelo-Silver, Susanne P. Lajoie, Juan Zheng, Lingyun Huang, Stephen Bodnar
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One size doesn’t fit all: PBL tutor training and development

Stella A. Nicolaou, Alexandros Heraclides, Costas S. Constantinou, Stella Loizou, David J. Gillott
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Student views of a PBL chemistry laboratory in a general education science course

Susan E Ramlo, Carrie Salmon, Yuan Xue
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Voices from the Field

Developing Historical Thinking in Large Lecture Classrooms Through PBL Inquiry Supported with Synergistic Scaffolding

Haesol Bae, Kalani Craig, Fangli Xia, Yuxin Chen, Cindy E. Hmelo-Silver
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Teaching Applied Exercise Physiology Using a Prototype Energy Expenditure Measurement Device

James W Navalta, Dustin W Davis, Bryson Carrier, Jacquelyn V.L. Sertic, Peyton Cater
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