While the great scientists of the past recognized a need for a multidisciplinary approach, today's schools often treat math and science as subjects separate from the rest. This not only creates a disinterest among students, but also a potential learning gap once students reach college and then graduate into the workforce. "Cases on Research-Based Teaching Methods in Science Education" addresses the problems currently facing science education in the USA and the UK, and suggests a new hands-on approach to learning. This book is an essential reference source for policymakers, academicians, researchers, educators, curricula developers, and teachers as they strive to improve education at the elementary, secondary, and collegiate levels. Following a foreword, preface, and acknowledgment, this book contains the following sections and chapters: Section 1: Curricula Changes: (1) Making Sense of Science: A Review in Scottish Further Education (Nancy El-Farargy); (2) Developing Scientific Literacy: Introducing Primary-Aged Children to Atomic-Molecular Theory (Jennifer Donovan and Carole Haeusler); (3) Implementing the Understanding by Design Framework in Higher Education (Judy Alhamisi, Blanche Jackson Glimps, and Chukwunyere E. Okezie); (4) Martial Arts and Physics: A Multidisciplinary Approach to Increase Student Engagement and Interest in the Sciences (Eugenie de Silva); and (5) The Inclusion of Multidisciplinary Research in Science Teaching: A Novel Teaching Method (Eugene de Silva, Eugenie de Silva, Jeffrey Horner, and Pamela Knox. Section 2: Content Presentation: (6) Developing a Research-Informed Teaching Module for Learning about Electrical Circuits at Lower Secondary School Level: Supporting Personal Learning about Science and the Nature of Science (Keith S Taber, Kenneth Ruthven, Neil Mercer, Fran Riga, Riikka Hofmann, and Stefanie Luthman); and (7) Presenting Physics Content and Fostering Creativity in Physics among Less-Academically Inclined Students through a Simple Design-Based Toy Project (Nazir Amir and R. Subramaniam). Section 3: Research: (8) Using Multidisciplinary Research Experiences to Enhance STEM Learning through Undergraduate, Team-Based, Summer Research Projects for At-Risk Students (Jennifer Yantz, Brittany D. Smith; Ginger Holmes Rowell, Thomas Cheatham, Donald Nelson, D. Christopher Stephens, and Elaine Bouldin Tenpenny); (9) Collaborative Teams as a Means of Constructing Knowledge in the Life Sciences: Theory and Practice (Grant E. Gardner and Kristi L. Walters); (10) Interdisciplinary Problem-Based Learning Practices in Higher Education (Despo Ktoridou); (11) Transdisciplinary Research in Sustainable Scientific Education in the Field of Urbanism and Architecture (Svetlana Perovic); and (12) Pre-Service Teachers' Self-Efficacy and Attitudes toward Learning and Teaching Science in a Content Course (Cindi Smith-Walters and Heather L. Barker). Section 4: Cases on Research-Based Teaching Methods in Science Education: (13) Traditional Teaching and Its Effect on Research-Based Teaching: Science via Online Instruction (LaToya N. Johnson, Dana-Marie Thomas, and K. Y. Williams); (14) Research Institutions: Research-Based Teaching through Technology (K. Y. Williams); and (15) Application of Information and Communication Technology to Create E-Learning Environments for Mathematics Knowledge Learning to Prepare for Engineering Education (Tianxing Cai). A compilation of references, a section about the contributors, and an index are also included.