Connolly, Logue, and Calderon offer a cross-institutional analysis of the sustainability of IBL and PBL implementation in an initial-teacher-education curriculum. This approach differs from traditional educational articles on the subject because it follows two teacher-educators and their pre-service-students' growth in the process of learning and applying IBL and PBL to student teaching. The researchers define the relationship between the professor and the college students, as well as the pedagogical environment in which they were placed in to participate in the study.  Dialogical reflections by teacher educators, online critical friend dialogues, informal conversations with the pre-service teachers, and pre-service teacher questionnaires were used for data collection and analysis. The study found that while student-educators were found to have an increased understanding of the methodologies, signs of improved practical application were not present. At the same time, the learners (student teachers) were resistant to the non-directive and non-didactic approaches based in IBL and PBL methodologies. For IBL and PBL implementation to be successful, the researchers claimed that the collaboration of professional working relationships and learning spaces must be present.

Maxwell's article describes and reflects on the value of PBL teaching methods in a Junior/Senior level social studies class. Two classes run concurrently used a five-step PBL process, starting with World War Two and ending with the Cold War. The conclusion of the study found that the processes of PBL were apparent in the design and content of the students' performance. Students were given the freedom to research a topic that interested them, differing from the traditional textbook approach of historical memorization. The only 'requirements' were based on the five-step PBL process and a grading rubric that took differentiation from traditional perspectives and creativity into consideration. Another aspect the study takes into consideration is the age and gender of the students- all students are Grade 11 boys from a private school in Canada. 9 topics were presented to them, of which the final product were to be assessed by both a peer and the teacher critically. All students started with a question, and narrowed the focus of their topic on that question until the answer(s) were successfully identified. The progress of all students, even less-academically-inclined boys, showed significant merit.

While the Connolly, Logue, Calderon, and Maxwell provide inclusive studies on a population of teaching student-teachers the pedagogy of IBL and PBL (Connolly, Logue, Calderon), and the process of implementing it in a high school history classroom (Maxwell), Voet presents a comprehensive conception of IBL and how that may change one's approach to its utilization. Voet starts the article with the controversiality of teaching history, in which educators must create a balance of knowing and doing history. Teachers, despite being evaluators, are still considered a compilation of their knowledge and biases. A teacher's thoughts and actions are driven by strong beliefs around a topic and how it should be caught, which can vary between school, state, and societal culture. IBL strategies are subject to teacher-centered beliefs and pupil-centered beliefs, both which deal with the transmission of knowledge, although student-centered beliefs focus more heavily on developing reasoning skills. The nature of history, according to the article, is that it should be grounded in a detailed description of the past and an analysis of the historical information. The teaching of history should be based in the development of historical consciousness. The article ends with a cross-analysis of various 'types' of teachers based on their ideological beliefs as to how history should be taught.

Hwang, Chiu, and Chen explore the possibilities of educational computer videogames as an effective IBL instructional strategy in an elementary level history classroom. Although the article does not address how educational games can be applied to older and higher-level history classes, the reader can infer the differences age makes in the complexity of the game and during instruction. The article found that, along with effective introduction, computer-assisted learning is able to provide students with the opportunities for problem solving in comparison to traditional instruction. Students are better able to collect an analyze data to provide explanations, and the in-game motivations (reward systems) point them toward the right questions. Learning by doing, a large part of IBL, is one of the most important aspects of educational games, which helps foster a students' problem-solving abilities. The researchers, to test their claims, created an educational game tailored to educational goals tied to specific rules and principles, which in practice should develop their cognitive skills and overall knowledge. In the process of collecting data, Hwang, Chiu, and Chen took into consideration various learning styles. The game itself was set up in stages, in which questions were posed to progress, and full-comprehension of the knowledge being presented was needed to finish the game. A pre-test and post-test were administered to measure the student's perceptions of the learning activities, with learning approaches and learning styles acting as independent variables and the tests acting as dependent variables.

In Feldt and Petersen's article, the authors provide methods to combine IBL and PBL. Specifically, how to find the 'problem' posed alongside students, without defining the questions upright (inquiry). The authors take into consideration two key ideas: knowledge is best attained by applying it, and applying it to questions or problems make the knowledge more meaningful. Arriving at a question alongside a student is tough, however, and students who are left unsupported are generally not challenged and are forced into the difficult process of turning a broad topic into a question, generally performing unsuccessfully. Also, personalizing a lesson too much may make it harder for students to problematize the questions academically. Lastly, students tend to pose questions disconnected to the direction the teacher may want to take the lesson. The authors reference that the solution to these problems lay in laying a foundation of imagination, or the process of creating new knowledge, new perspectives, and new explanations to already-existent situations. Temporal questions, or ones promoting historiography, a more relevant than factually based questions. The teacher's role in the humanities is more of an interlocutor than an instructor.