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John R. Savery

they will produce a uniform product. High-stakes standardized testing tends to support instructional approaches that teach to the test. These approaches focus primarily on memo- rization through drill and practice, and rehearsal using practice tests. The instructional day is divided into specic blocks of time and organized around subjects. There is not much room in this structure for teachers or students to immerse themselves in an engaging problem. However, there are many eorts underway to work around the constraints of traditional classrooms (see, for example, PBL Design and Invention Center -http://www. pblnet.org/, or the PBL Initiative—http://www.pbli.org/core.htm), as well as the article by Lehman and his colleagues in this issue. I hope in future issues of this journal to learn more about implementations of PBL in K–12 educational settings.

We do live in interesting times—students can now access massive amounts of in- formation that was unheard-of a decade ago, and there are more than enough problems to choose from in a range of disciplines. In my opinion, it is vitally important that current and future generations of students experience a problem-based learning approach and engage in constructive solution-seeking activities. The bar has been raised as the 21st century gathers momentum and more than ever, higher-order thinking skills, self-regu- lated learning habits, and problem-solving skills are necessary for all students. Providing students with opportunities to develop and rene these skills will take the eorts of many individuals—especially those who would choose to read a journal named the Interdisciplin- ary Journal of Problem-based Learning.


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The Interdisciplinary Journal of Problem-based Learning

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