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Problem-based learning (PBL) is a student-centered, active methodology that was developed in the 1960s within the scope of medical schools. By focusing on real-world problems, which are interdisciplinary in nature, this approach may enable students to learn content knowledge and develop competencies and abilities that are relevant for 21st-century citizens. PBL has been used in a range of areas, namely in science education and science teacher education. Implementing PBL in science education requires teachers and students to change their ways of learning, teaching, and assessing learning. This reprint addresses the contribution of PBL to a wide range of science learning outcomes, as well as the challenges posed to science teachers and students, in both face-to-face and digital environments, at school and university levels.