The articles in this special issue represent the findings of
researchers working in classroom settings to explore key issues in
learning through problem solving. Although they vary in the domains
being studied, the age of students, and the methods they employ,
there are numerous common themes that can inform both theory and
practice. The authors have grappled with the complex task of
putting problem-based curricula into practice. They report here the
difficulties they faced, the factors contributing to their
successes, and the lessons they have learned.
General
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